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The Griff Guide to Teaching Online
The Griff Guide to Teaching On-linecreated by: Leah (Sciabarrasi) MacVie
Canisius College
Copyright ©2009 by Leah MacVie and Canisius College
All rights reserved.
This guide may be freely distributed, printed, adapted and reproduced for educationalpurposes, provided that copies are not made or distributed for direct commercial advantage,
when proper credit of the source is given.
Cover photograph and Canisius College Logo Copyright © Canisius College.
All images within the guide are used with permission from the Microsoft Clipart Gallery.
We are grateful for the assistance of Rose Twardowski, Patricia Coward, Christopher Filkins
Jessica Blum and the Canisius College FacTS staff in the creation of this guide.
|Copyright
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The Griff Guide to Teaching Online
TableofContents
|Table of Contents
Table of Contents
Welcome to Teaching On-line 4
Planning your On-line Course 7
Designing your On-line Course 13
Forming Engaging Discussions 20
Developing Creative Activities 24
Assessment and Measurement 29
Navigating and Managing your Course in ANGEL 33
Glossary 57
Resources 59
References 63
Appendix 64a. Teaching Goals Inventory and Self- Scorable
Worksheet64
b. Best Practices for Canisius College Faculty 69
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The Griff Guide to Teaching Online
Welcome to
Teaching On-line!
This guide will introduce you to the basic concepts of
setting up your first on-line course at Canisius College.The guide serves as both a companion to the On-line
Course Development Workshop and as a crash course
to teaching on-line. It is f lavored with educational
technology enhancement ideas and educational
research to support the concepts.
This guide is divided into two parts. The first part will
address all the components of an on-line course and
some careful considerations for each of them. The
second part will walk you through physically setting up
your course in the Canisius College learning
management system.
About the Guide AudienceThis manual is a guide for those teaching or wishing
to teach on-line. Although this guide was created with
Canisius faculty in mind, its secondary purpose is the
general public interested in on-line education.
The intended audience is all (current and future)
on-line instructors at Canisius College.
□ Current Canisius on-line instructors
□ Canisius instructors teaching blended or hybrid
courses
□ New Canisius on-line instructors who have gone
through the New On-line Course Development
Workshop
□ New Canisius on-line instructors who have yet
to go through the New On-line Course
Development Workshop
The secondary audience is all other (current and future)
on-line instructors.
□ Current on-line instructors
□ Instructors teaching blended or hybrid courses
□ New On-line instructors
General Product Description:Concept: The Griff Guide to Teaching On-line is
an instructional, tutorial style product. It is a guide
that provides the user with the basics to planning,
developing and teaching a course on-line. It is
flavored with educational technology enhancement
ideas and educational research to support the concepts.
The Guide provides many resources for theinstructor to run with, as well as helpful tutorials for
users to apply immediately if they wish to do so.
Learning ObjectivesUsers of this guide will:
Technology:
□ Become acclimated to the learning management
system environment.
□ Learn about potential technology enhancements
beyond the learning management system.
Planning:
□ Develop a plan for building their on-line course
□ Develop a content outline.
□ Develop course objectives.
□ Address issues of diversity.
Delivery:
□ Develop an Introductory Folder.
□ Choose delivery methods for course content for
each week. □ Develop engaging discussions.
□ Develop creative activities.
Prior KnowledgeThis guide is meant to cater to individuals who are new
to on-line instruction and learning management
systems. There is no prior knowledge needed.
Suggested Resources
Participants are not required to purchase any
supplemental textbooks, software or resources.
However, we recommend the On-line Teaching and
Learning Series, specifically, Engaging the On-line Learner
by Rita-Marie Conrad and J. Ana Donaldson.
Welcome
toTeachingOn
-line!
| Welcome
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The Griff Guide to Teaching Online | Welcome
Seven Principles of Effective On-line Teaching (Chickering & Gamson, 1991)
Principle 1: Student-Faculty ContactProvide clear guidelines and policies regarding communication.
□ Policies should be put in place describing types of communication and when they should be used. For
example, you may have students send technical support questions to “tech support,” and explain what the
public discussion forums should and should not be used for. Additionally, standards should be set for the
amount of time necessary for the instructor to respond to e-mails.
Principle 2: Cooperation Among StudentsDiscussion boards and group assignments should be designed to facilitate cooperative “meaning-making” among
students.
Here are some suggestions for creating an environment for meaningful discussion:
□ Learners should be required to participate (and their grade should depend on participation) and clear
expectations for discussions should be posted.
□ Evaluation should be based on the quality of postings (and not the length or number).
Principle 3: Active Learning
Course projects and interactivity should be an important part of the on-line course. □ Students discuss what they are learning, write reflectively about it, relate it to past experiences, and apply it
to their daily lives.
Principle 4: Prompt Feedback Instructors need to provide two types of feedback: information feedback and acknowledgment feedback.
□ Information feedback – providing an answer to a question, comments, or a grade for an assignment or test
When the instructor gets too busy for personal communication, some comments can be sent to the entire
class. Obviously, grades need to be communicated to each student personally through assignments and
the gradebook. Information assessments should start early on, and reoccur often.
□ Acknowledgement feedback – confirming that an assignment or question has been received and that aresponse will be made soon. Students often worry that you have not received their assignment. A quick
acknowledgement when the assignment is received will prevent time-consuming e-mails later.
Principle 5: DeadlinesOn-line courses need deadlines.
□ Regular deadlines help busy students avoid procrastination and encourage regular communication with
the instructor and other students.
Principle 6: High ExpectationsChallenging tasks, sample cases, and praise for quality work communicate high expectations.
□ Instructors should communicate high expectations through challenging assignments or discussions.
Additionally, praise of exemplary student work encourages other students to work on that same level.
□ Instructors should never repost students’ work without permission.
Principle 7: Diverse Talents and Ways of LearningStudents need opportunities to show their talents and learn in ways that work for them.
□ Instructors can provide guidelines for a project but allow students to choose a topic that interests them.
This practice gives students a sense of control in their education and encourages more diverse points of
view.
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The Griff Guide to Teaching Online
Teaching and Learning On-lineRole of the On-line Faculty
Teaching on-line requires a paradigm shift for
instructors. Teaching on-line is much different than
teaching face-to-face (f2f). Instead of lecturing to
students, instructors engage in an interactive
exchange of information.
The on-line courses at Canisius College are delivered
via a learning management system (LMS), which offers
students many opportunities for engagement and
interactivity. This type of interactivity would otherwise
be experienced in a f2f classroom. Instructors should
avoid posting pages worth of lectures for students
to read, and instead focus on delivering the main
objectives through these interactive elements.
Working with Virtual Students
The paradigm shift in on-line education is not only for
instructors, but for students as well. Students need to
become accustomed to working in the
on-line environment and with the technology at their
fingertips. They must learn to be self-managed and
observant. You will find that not all students easily
adapt to learning on-line, one reason why on-line
instructors must develop a course that is consistent and
engaging.
On-line instructors should create a supportivecommunity for students to learn in. All successful
on-line courses provide an orientation, vary activities to
address different learning styles, and empower students
to take responsibility for their learning. As instructors,
you must be constantly aware of student needs and
participation levels, and the LMS makes this a relatively
easy process.
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Planning your
On-line CourseThere are many concepts to consider when developing
a course on-line. First and foremost, an on-line
instructor must understand that teaching on-line is very different from teaching face-to-face (f2f). You
cannot simply take f2f lesson plans and copy them
into an on-line course. Instead, you must carefully
architect an effective on-line course that caters to
different learning styles and meets the course objectives
a virtual environment. There is much that can be lost
in translation, particularly tones and meanings behind
statements.
On the plus side, teaching on-line can be extremely
rewarding if it is well planned. It can offer you more
time to concentrate on student needs, while the
learning management system (LMS) tackles some of the
grading. It also seems to encourage lifelong learning
and soft skills proficiency, such as time-management
and organization. This first unit will provide you with
tips on how to effectively plan out your course by
developing a course outline, creating course templates,
and gathering resources before you even begin to
develop your course in the LMS.
Current Strategies ADDIEPerhaps you have heard of the term “instructional
design,” or the process by which instruction is
improved through the analysis of learning needs and
systematic development of learning materials. Although
instructional design principles do not always exactly
match the goals of course development in education,
the base principles can oftentimes be used as a starting
point for developing effective courses.
For example, the Instructional Systems Design (ISD)
model “ ADDIE” can be used to effectively build an
on-line course. ADDIE stands for Analyze, Design,
Develop, Implement, and Evaluate.
Planning for Class SizeOne of the dilemmas that plagues on-line learning is
managing course size. You will have to decide what
suits your teaching style best. Some suggestions are:
□ Split discussions into study groups (discussions
forums with small groups) and have them work
out an issue. At the end of the week or the next
week, each group can facilitate their topic and
conclusion after discussion.
□ Have designated students host discussion forum
topics throughout the term. It can be part of
their research paper or project for that course.
□ Split discussions into teams, allowing students
to see discussions only among their team
members.
Planning
yourOnlineCourse
ADDIE
Analyze: your student population, overall goals for
the students, amount and level of content needed
for the course and course level, resources needed
Design: a course outline, course templates,
objectives for each week, activities for the course,
discussions for the course, final project for the
course, assessments for the course, syllabus for the
course
Develop: develop the course itself, set up the
gradebook, link activities to the gradebook, set up a
course calendar
Implement: conduct the course, create
announcements, send e-mails, grade students,
provide feedback, and assess students
Evaluate: evaluate student results, evaluate student
feedback, and plan revisions for the next term
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The Ignatian Pedagogical ParadigmThe Ignatian Pedagogical Paradigm is a model that
speaks to the Jesuit teaching-learning process,
addressing the teacher-learner relationship, with
practical meaning and application for the classroom.
Ignatian Pedagogy embodies five key teaching elements:
1. Context: What needs to be known aboutlearners (their environment, background,
community, and potential) to teach them well?
2. Experience: What is the best way to engage
learners as whole persons in the teaching and
learning process?
3. Reflection: How may learners become more
reflective so they more deeply understand what
they have learned?
4. Action: How do we compel learners to move
beyond knowledge to action?
5. Evaluation: How do we assess learners growthin mind, heart, and spirit?
Who are your students?Today’s students, and their expectations, have changed.
Collegiate students now range in their technological
abilities and professional experience. We are educating
students for jobs that haven’t even been created yet.
Schools are trying to keep up with evolving networking
strategies, sharing capabilities and methods of
communication.
In many ways, most classrooms are conducted the same
way they were conducted 100 years ago. Many of the
learning theories we still reference today were created
over 40 years ago. Today’s students have to be trained
on HOW to use the technology in their learning, so
that they know how to best apply it in their life. It is
important to continually assess your students so that
you can best address your content to your course’s
population.
Developing your Course Learning
Goals and Objectives or OutcomesIt is important to identify the key learning goals and
objectives (or outcomes) for your course. Because
each program may have specific terminology, please
check with your department chair or director to find
out more about how your program identifies and
assesses student learning. This will be the first step indeveloping your own course learning goals, objectives
or outcomes.
What are Learning Goals?Learning goals answer two questions:
□ What do you want students to know by the time
they finish the course?
□ What do you want students to be able to do
with what they know?
There is no right way to develop learning goals. In fact,
there can be many different ways learning goals are
developed.
Purposes for Learning Goals in the Course
□ Identify course goals to students and increase
awareness of their own learning.
□ Provide frameworks for course design,
development and redesign.
□ Act as a map for curricular assessment and
change.
Tips for developing your Learning Goals
□ Allow the logical sequence of the content to act
as a guide.
□ Think about how this course fits into the
program and what students will need to do in
the next sequence.
□ Make your goals specific, not generic.
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Develop a Content OutlinePlotting out your course outline is an important part
of the course planning process. At this point, you have
free reign to lay out your course from scratch in a way
that will best suit your teaching style and your students’
learning styles. Remember that your course structure
should be logical and consistent.
Example of On-line Course Structures
This first example in this chart is an example for the Introductory Folder. The rest of the examples
are for weekly content. Choose one of the weekly content examples and stick with it throughout your
course. This really helps student navigation.
Introductory Folder/Module
Instructor WelcomeSyllabus
Course Objectives
Course Milestones
Course Expectations
Netiquette
ADA Compliance Statement
Course Requirements
Icebreaker Discussion
Example #3
In this example, learners experience the week in chunks.They complete topic before moving on to the next topic.
Introduction
Topic 1, Topic 2, Topic 3
Discussion
Activity
Example #1
In this example, the week has a sequence. Studentsexperience the content, take part in discussion and, most
likely, complete the activities toward the end of the week.
Introduction
Content/Lessons/Specific Topics
Discussions
Activities
Example #4
In this example, learners learn via multimedia resourceslike presentations and videos. They proceed to complete
a series of assignments for that topic such as an on-line
discussion about an on-line resource. At the end of the
week, they complete a quiz on what they have learned.
Introduction
Multimedia delivered lessons
Alternative assignments
Weekly Quiz
Example #2
In this example, learners have their pick of a series of activities within one topic. The activities provide an active
method of learning. While participating in the activities,
they can participate in the discussions. The discussions
are tangents of the topic, and instead of reflecting on the
activities, they are supplemental to them.
Introduction
Activities
Discussions
Example #5
In this example, learners view a series of presentationsand answer questions that follow. They then are exposed
to current content, such as PDF articles and active links.
Afterwards they have a series of assignments to complete.
Introduction
Presentation with quiz
Current Content
Assignments
Below are some sample weekly outlines. After you come
up with a course structure for your course, you will have
to fill in the details to your course. Remember that it
is always important to develop your content outside of
the course, before you begin to physically build it in the
learning management system.
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Develop a Content Template After you have completed your content outline, you are
ready to develop a template for your content. Templates
help to lay out the content in a linear fashion before
it makes its way into the course. It also provides a
backup for your course, or an ADA cheat sheet should
a student request one.
Your course template should contain everything you are
including in your course: lessons, activities, discussions,
assessments, links to content, etc. You could take
it one step further and begin to develop general
announcements for your course. There is no right or
wrong way to lay out a course template, but you will
find the course development process much easier once
you do so.
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Developing a Syllabus for your
On-line CourseThere are a few best practices to keep in mind when
developing your syllabus.
1. Stay concise and to the point.
2. If it is important, reiterate it outside the syllabus
as well.3. Post the syllabus as early as possible.
4. Use a simple layout.
5. Provide the basic information.
6. Describe the pre-requisites to the course and
requirements for the course.
7. Give a general overview of the purpose of the
course.
8. Clearly state the learning goals.
9. Describe the structure of the course.
10. List the due dates of course milestones.
Recommended items for a Syllabus:
□ Course title, number, catalog description
□ Contact Information
□ Learning Goals |Objectives| Outcomes
□ Course Structure
□ Course Requirements
□ Textbooks or Software (required and
recommended)
□ Course Schedule
□ Class Policies
□ Grading Policy
□ Etc. (about you, teaching philosophy, study tips)
Internet Course Syllabus vs. F2F Course
Syllabus
It is important to take into account the differences
between an on-line and f2f syllabus. In f2f classes,
students are usually graded on attendance,
participation, and work submitted. On-line classes
work a little differently because all communication and
submissions are electronic. Remember to include thesedifferences in your syllabus.
Need Help?The Center for Teaching Excellence is available to work
with Canisius instructors on a one-on-one basis to help
them develop their course materials, such as syllabi,
learning goals, and assessments.
Contact them today!
Monday through Friday 8:30 a.m. to 5:00 p.m. Summerhours vary; please call.
Location: Churchill Academic Tower (CT 004).
716.888.3720
Your program chair or director is, in fact, a good
resource to turn to about syllabus questions. They may
have a specific template for your program or a
recommended features list. Please contact your chair
or director about this important issue if you haven’t
already done so.
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L. Dee Fink also came up with a Significant Learning
Experiences chart. Each category of the chart contains
special methods of achieving that learning goal. Think
about how you can best
deliver your content to match with these goals. Is text
on a page always the best option? Will your students
actually read all the textual material you provide them?
If the answer is no to both of these answers, it is a good
idea to begin thinking about alternative delivery
methods for the content.
A Focus on DesignBreak up the Content
Break the topics up into small manageable units for
on-line delivery. You have to be creative about delivery
and assessment on-line.
Consistency
Easy and consistent navigation does not hinder the
learning experience. Stay consistent with the naming
of all items. Font colors and styles in the course shouldalso be consistent.
Organization
Organization is possibly the most important factor
when teaching on-line. Content should scaffold, so
that it helps to create a logical sequence of topics. Each
item within a course should be well labeled; think
about how it will display in the gradebook.
|Course Design
L. Dee Fink’s Significant Learning Experiences chart.
Designing your
On-line Course We will now focus on the development and delivery of
your course content (what you would like to teach the
students). There are many options to choose from, and
many free technologies are available for you to develop
these items. It is important to remember that while all
options seem engaging and exciting, you do not want to
overwhelm students with too much technology. Instead,
you want to use a few educational technologies that
work for your content and your students.
At first, the very mention of some of these educational
technologies and delivery options can seem
overwhelming. We will introduce a few basictechnologies to help you get started. Choose one that
reflects your teaching style. Working technology into
on-line courses is all about baby steps.
Current Strategies New Paradigms for College TeachingIn 1997, Campbell and Smith created a paradigm
comparison chart that was used with permission
for L. Dee Fink’s book: Creating Significant Learning
Experiences.
This chart demonstrates that:
1. Students and faculty now work together to
create learning experiences.
2. Students now actively construct their learning
experience through discovery.
3. Learning has now shifted from memorizing, to
relating topics.
This chart illustrates Fink’s approach to course design.
Now that you have seen the comparisons, what can orshould on-line teachers do differently to address these
concerns? There are many opportunities and concepts
available that were unheard of one hundred years ago.
Simulations, case studies, group learning, project-based
learning, and service learning are among them.
Designing
yourOnlineC
ourse
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Readability
Short blocks of text are a better delivery of material
on-line, than pages of text. Students tend to skim big
blocks of text, so make sure you bold important items
to highlight them. Text should be broken up by using
brief, concise sentences; bullets and numbers are best
for lists.
Use Graphics, Videos and Audio
Images can be inserted to help students visualize
concepts. Likewise, videos and audio can be used as an
alternative delivery method.
Provide Interaction in the Delivery
Instead of providing all of the content, provide students
documents and Web sites to explore by including Web
content in your course. There are plenty of free
resources available on the Web. Students can click on
links, read articles, read an on-line book, watch videos
and be encouraged to explore the topic on their own.
See the chart below for more ideas.
|Course Design
Provide Interaction in the Delivery
C o o p e r a t i v e
L e a r n i n g
Multimedia Presentations Windows MovieMaker,
PowerPoint, Audacity, orGarage Band
Research Project Blogs, Wikis, Group Pages
Student-Led Instruction Discussion Board, Web
Conferencing, Slideshare, Jing
D e m o n s t r a t i o n Video Clips Streaming Video, You Tube, TED Talks
Text and Images PowerPoint Presentations, Google
Presentations
Web Quests Internet/Library Searches, or create your
own
P r e s e n t a t i o n o r
L e c t u r e
Narrated Slides/Images PowerPoint Presentations,
VoiceThread
Podcasts Streaming Audio/Video Files
S i m u l a t i o n s a n d
T u t o r i a l s
Animations Flash, Animoto, Alice 3D, Blender,GIFUP, GoAnimate
Self-Paced Modules HTML Files, Softchalk, Udutu
Video Clips MERLOT, World Lecture Hall, YouTube
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Creating Content When teaching on-line, you often have to create your
own content. If you are not sure on where to start,
you are in luck. There are plenty of free resources and
repositories available on the Web to help you.
Utilizing Free ResourcesMerlot
http://www.merlot.org
Find peer reviewed on-line teaching and learning
materials. Share advice and expertise about education
with expert colleagues. Be recognized for your
contributions to quality education.
MIT OpenCourseWare
http://ocw.mit.edu/OcwWeb/web/home/home/
index.htm
A repository of materials used in almost all MITcourses and may include syllabus, lecture notes,
problem and answer sets, labs, readings and reading
lists, videos, special features and more.
Open Courseware Finder
http://ocwfinder.com/
OCW Finder helps people find free on-line courses
called OpenCourseWares (OCWs). Universities and
other OCW providers can register their courses with
OCW Finder to help people find them.
Open Education Resources (OER) Commons
http://www.oercommons.org/
In a brave new world of learning, OER content is made
free to use or share, and in some cases, to change and
share again, made possible through licensing, so that
both teachers and learners can share what they know.
OpenLearn Courseware from Open University
http://openlearn.open.ac.uk/
The OpenLearn Web site gives free access to Open
University course materials. This is the LearningSpace,
where you’ll find hundreds of free study units, each
with a discussion forum.
Registry of Open Access Repository (ROAR)http://roar.eprints.org/
A guide to content stored on university Institutional
Repositories around the world. Contains article
pre-prints and post-prints, datasets, theses and
dissertations, and numerous primary source and image
collections. Select CONTENT SEARCH button to
conduct searches.
Rice Connexions
http://cnx.org/
Connexions is an environment for collaboratively
developing, freely sharing, and rapidly publishing
scholarly content on the Web. The Archive provides
access to over 350,000 cultural artifacts in digital
form and is divided into 5 Collections including Text,
Moving Images, Audio, Web, and Live Music Archive.
Wisc-On-line
http://www.wisc-on-line.com/
The Wisconsin On-line Resource Center is a digital
library of Web-based learning resources called “learningobjects.” Current use of the learning object repository
exceeds 20,000 hits per day.
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Choosing a Delivery MethodStay Consistent
There are many options for delivering your content
in an on-line course. If multiple technologies are
introduced in a course at one time, courses can quickly
become information traffic jams and the technology
can hinder the content. Instead, keep your delivery
consistent to ensure a free-flowing highway.
Decide on a Delivery Method
You have many ways of delivering the content to your
students. The most basic delivery method is in the form
of text. You may choose to deliver content via
documents, presentations or f lat Web pages. You can
also build in multimedia elements such as audio and
videos. Although we will discuss this more in depth
later in this guide, you must decide early on what
multimedia you will use, what you will use it for and
when you will use it.
Basic Delivery Options
Technology Example Explanation
Flat Web pages with
Graphics
HTML pages, with graphics
from Microsoft.com
It is easy to create flat Web
pages of content, you can
simply type in, or paste in
content. You can also jazz
them up with free Web
graphics. This is a very basic
delivery method. Remember
to keep the pages short and
concise.
Chat, E-mail and
Announcements
IM Chat, Announcements
and E-mail
Keep students on task via
announcements and e-mail.
Host short chats with
students to discuss their
project progress.
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Presentations:
Instructors who normally teach with the help of
Powerpoint are also able to bring these presentations
into their on-line course. Like flat Web pages, you can
also include graphics and you should keep these pages
concise.
Podcasts Audio can really create a new dynamic in a course. If
you have never had exposure to podcasts, the best thing
is to find a series you like and analyze it. You can create
a podcast series of lectures, weekly summaries, or just
basic introductions.
Vodcasts
Vodcasts provide a means of illustrating items and
concepts on-line. You can simply use it to record
yourself welcoming students to your course, or create ascreencast, with or without narration.
Intermediate Delivery Options
Technology Example Explanation
Presentation Sharing Slideshare.com, Scribd.com Upload a slideshow to one of the
sharing sites. Share the link or
embed the file in your post.
Podcast Creation Audacity, GarageBand Create one, or a series of, podcasts
for your course. Simply upload
them as a file in your course.
Vodcast Creation Flip camcorder, YouTube Record yourself with a camcorder,
upload the video to your YouTube
channel, embed the video in your
course.
|Course Design
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Advanced Delivery Options
Technology Example Explanation
Podcast Hosting Mypodcast.com, Gcast.com,
iTunes U
Host your podcast and share it
with your class.
Screencasting andScreenshots
JING from jingproject.com Create a screencast, with or with-out narration, or a screenshot,
with or without graphic additions.
Share the screencast.com link in
your post in ANGEL.
Web Conferencing WizIQ, DimDim Host, present and record your
presentation. Invite others to
collaborate or simply illustrate how
a presentation is done.
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Providing External Resources
Technology Example Explanation
Widgets Widgetbox.com Share a widget that pertains to your course by embedding it into
your course.
Photo Sharing Flickr.com, Picasa Upload your images to a sharing
site. Share the link or slideshow
with your class.
Video Sharing YouTube.com, iTunes U Upload short videos to a sharing
site. Share the link with your class.
Presentation Sharing Slideshare.com, Scribd.com Share the link or embed the file in your post in your course.
Providing External Resources You may also wish to provide external resources to
guide the students’ personal research. Some examples
might include photo galleries, videos or slideshows that
are already on the Web for sharing.
Need Help?Deciding on the best delivery method for your course
content can be a really tough task. Luckily, you have
help!
The FacTS Center (Faculty Technology Services) atCanisius College was established to make academic
technology services more accessible to full and part
time faculty. All full and part time faculty are welcome
to stop in for quick questions or longer tutorials.
Consultation on using learning management software,
plagiarism detection software, graphics and video
editing, scanning, PowerPoint and other Office software
have been popular topics.
The Center for Teaching Excellence is available to
work with Canisius instructors on a one-on-one basis
to help them develop their course materials, such as
syllabi, learning goals, and assessments. They also have
equipment (camcorders, projectors, laptops) that can be
borrowed.
The Office of Disability Support Services (DSS) is
committed to creating equal access for all Canisius stu-
dents with disabilities. Disability Support Services is the
designated office that obtains and files disability related
documents, verifies eligibility for services, determines
reasonable accommodations, and develops plans for the
provision of such accommodations for students with
disabilities.
|Course Design
Things to Keep in Mind ADA ComplianceIt is always a good idea to be proactive about helping
those individuals with disabilities in your course.
Simply providing short summaries of movies and
presentations is a start. Be sure that all of the Web sites
and Web content is accessible.
CitationsBe sure that all documents, references and resources are
cited. The topic of copyright will be discussed in depth
later on.
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FormingEngagingDiscus
sions
Forming Engaging
DiscussionsDiscussion Forums are often the primary means of
communication in an on-line course. They allow
students to take part in asynchronous activities, reflect
on the content and ask any questions they might have.
You will now learn about the many different ways you
can conduct your discussions in your on-line class, and
we will share some management techniques.
Current Strategies1. Good discussion questions cannot be answered
by simply “yes” or “no”
2. Good discussion questions make connections
among the course concepts
3. Good discussion questions go beyond basic
recall. They are open-ended and encourage a
variety of responses.4. Good questions may, or may not, have a
definite answer.
Clear Instructions HelpEvery discussion forum should include clear directions.
Clear directions should include:
□ Posting expectations (how frequently?);
□ If instructors will read all, or a sampling of
postings;
□ What should NOT be included in a posting(such as questions not pertaining to the topic);
□ When first posts should be made by;
□ How many replies should be made, and when
they should made by;
□ Size and style of postings.
Questions can Directly Relate to Bloom’s Taxonomy
Bloom’s Term Example Question
Extract factual knowledge “When did Katrina hit New Orleans?”
Query a student’s
comprehension
“Compare the damage of Katrina to Andrew.”
Ask a learner to apply his/her
knowledge and comprehension
“Looking at a map of New York, discuss possible evacuation routes
for New York City in the event of a natural disaster.”
Ask the learner to analyze
information
“Consider recent natural disasters. Discuss the changes we may expect
if many tornadoes strike New York and Pennsylvania in the near
future.”
Challenge the student to
synthesize information
“Work together as a team to write a fictitious short story about a
natural disaster in Toronto.”
Have the learner evaluate and
make judgments
“Select a recent news article about a natural disaster to discuss within
your team. Answer the following questions:
Is new legislation needed?
What are the social, economic, and human costs of the disaster?
How will this disaster change national or world policy?”
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InteractionThere are many ways to focus a discussion. Each
discussion should encourage one of the three following
interactions within the course:
Instructor-Student InteractionEncourage students one-on-one, in an open discussion
or personal journal discussion. Provide them usefulfeedback that they can apply in real-life. An example
would be providing feedback for an assignment.
Content-Student InteractionEncourage students to challenge and reflect on what
they have learned that week. Ask them to share their
own personal research on the topic. An example would
be students researching content on the Web.
Student-Student InteractionEncourage students to engage and learn from each
other. Learning from other individuals’ viewpoints is
one of the contributing factors to open-minded
learning in a collegiate environment. An example
wouldbe students participating in a discussion forum.
Getting CreativeDiscussion Forums do not always have to be about
simply asking and answering. They can encourage
creativity. Here are some ideas for you to roll with:1. Reference recent articles, Web sites, videos on
the Web or books on the Web in activities.
2. Create small group discussions.
3. Have students submit work to a discussion, and
let other students review it using Google docs.
Discussion Activity Ideas
Use Teams and Groups
Discussions do not have to involve individual students.
Two students can be paired to work out an
issue by forming dyads that can last from one
discussion, to half a semester. Small groups of students
can also work out an issue. Try pairing dyads togetherto form a group of four.
Develop a Team Discussion
Establish teams and allow students to work together
to post a final revised response. This strategy results
in fewer messages for you to read. Consider size
and number of teams. Try to have no more than
seven students on a team. Create clear guidelines for
collaborating on-line and working in teams. You may
wish to elect a team leader to compile and post the final
response.
Student Generated Discussions
Students can generate discussions and review questions
via a “Personal Journal” discussion (when only the
instructor and student can see the post). Select a
few questions, or responses, and post them to your
discussion area the following week.
Student-Led Discussions
Assign a student, or group of students, to be experts
on a topic. Have them post a question in that week’s
discussion. They will have to defend and moderate their
question. Toward the end of the class, they can
summarize and combine points from their classmates.
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Two-Week Team Discussions
Consider carrying on a particular discussion for two
weeks (best left until mid-term to late semester).The
first week, you can place students into groups and have
them debate a topic. During the second week, they can
present and defend their topic (one post per group).
This process can save you grading time, so it might be
a good concept to bring out when you know that you will be focused on grading other items in your class (e.g.
mid-term exams, final projects, etc.).
Technology Enhancement IdeasDiscussions do not simply have to be Q+A, you can also
include multimedia for your students to interact with
and comment on. You may wish to think about using:
1. Web sites
2. Articles
3. Videos
4. Podcasts
5. Books on the Web
Managing Discussions You will find that moderating discussions can take
up a significant part of your time. However, there
are ways that you can reduce your time spent. Think
about incorporating these strategies if you find yourself
slipping under your workload:
1. Create a submission and grading timeline.
Encourage active discussions by giving students
a sample schedule for students’ responses. This
allows the discussions to remain current. Come
up with a grading schedule to help you best
manage your time effectively.
2. Praise and encourage high quality responses.
One way of encouraging valuable responses is by
letting students lead by example. Simply reply to
these students and let them (and others) know
that their response is a model response that
exhibits the traits you are looking for in a post.3. Don’t respond to every post. You don’t have to.
Pick a new student every week to respond to, or
just respond to the ones that have contributed
an exemplary post.
4. Discourage long, drawn out responses and
encourage concise, thoughtful responses.
5. Set a schedule for yourself. Do not moderate
your discussion at all hours of the day. Come up
with a schedule for yourself, such as spending
a half hour each morning jumping into the
discussion.
6. Set an effective number of discussions. You
don’t have to have just one discussion per week,
but you shouldn’t have seven. Make the numberof discussions you have reasonable for both you
and the students.
7. Set up a discussion strictly for questions, so
that off-topic questions don’t make their way
into weekly forums. You can save yourself a lot
of time spent on e-mail if students know where
to turn in order to get answers.
8. Refocus students that are off-topic.
Oftentimes, you will find that students will
make connections between concepts, which can
lead to multi-faceted discussions. Other times,students will post responses that are completely
off topic. At this point, it is a good idea for you
to bring them back to the table.
9. Help guide students. Post a model answer
to the discussion, or announcement area, as
a conclusion to your discussion thread. This
exhibits example behavior. Provide rubrics for
the students. This will help guide their efforts.
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Developing Creative
Activities Activities are the main form of “Student to Content”
and “Student to Instructor” interactions in
on-line classes. However, you will find that there is an
abundance of options for building creative activities,
even ones that can encourage the “Student to Student”
interaction.
Current Strategies Web-based learning is supported by Internet resources.
Here are some example strategies for best using Internet
tools in activities:
1. Conversations and discussions via the Internet.
2. Mentorship between students and expertson-line.
3. Debating issues on-line.
4. Analyzing information found on the Internet.
5. Developing a new product with help of Internet
resources.
6. Virtual guest speakers and field trips.
7. Accessing on-line tutorials and assessments.
Use Web 2.0 tools to Engage Students
□ There is an abundance of free on-line tools at your disposal.
□ Collaborative e-tools can be used to supplement
on-line courses.
□ Students are excited to use free tools and then
apply them to their personal and job-related
work.
|Developing Activities
DevelopingCreativeActivities
Deliver Variety
Create a variety of student learning activities. This
will help you to better reach the multiple learning
styles in your student population. Here are some
example student learning activities.
3(R) Read, Reflect, Report
Students are required to read their textbook,
reflect on their reading and report the relative
comparisons in what they read to the resources
they found on the Internet.
Guest Speakers
Guest speakers can be encouraged to put up their
videos on YouTube for an asynchronous option.
Students can then be asked to reflect on the video.Guest speakers can also be invited to participate in
a synchronous chat or webinar.
Project or Portfolio
Students can be asked to submit multiple parts
of the project or portfolio at different points of
the course, and be critiqued and graded for the
components. At the end, they have a chance to
revise their mistakes, and put together and submit
the final version.
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Be ClearInstructions When providing instructions for an activity, be
absolutely clear about your expectations for the project.
What is the required length? What format would
you like the submission in? How would you like the
students to submit the assignment?
Break it DownBreak your instructions into steps. Use numbered lists
or bullets. Each step should only include one action.
All of the steps should be in a logical sequence.
|Developing Activities
Important Issues to AddressCitations Are you requiring your students to cite their work, if so,
how extensively? You should first decide on the type of
format you will require in your course. There are many
resources provided for you on the Internet and at
Canisius College to help you and your students.
PlagiarismIt is encouraged that your syllabus should address the
seriousness of plagiarism and the result of such an act.
Whether it is done intentionally or unintentionally,
there will be consequences. There are many resources
provided for you on the Internet and at Canisius
College to help you and your students with this
important issue.
Stick to the ObjectivesIt is important to make sure all of your content for the
week reflects the weekly objectives. It is even more
important that student activities for the week reinforce
them.
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LevelThe activities delivered should also pose the
appropriate Bloom’s Taxonomy level questions for the
course level. Activities should encourage students to
reach mid-high level Bloom’s Taxonomy depending on
the period in the course.
Bloom’s Wheel of Activity
Bloom’s Taxonomy
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RubricsRubrics are scoring guides used by instructors to help
when grading student learning and effort. Rubrics help
to make grading consistent. Performance attributes go
up against a series of levels.
Types of RubricsHolistic rubrics allow the instructor to grade one
attribute, like a presentation, with a series of levels,
such as inadequate, acceptable, or sophisticated.
Analytic rubrics are used to assess multiple attributes
simultaneously with in the same levels. They provide
more information than holistic rubrics because they
grade more criteria.
Developing Rubrics1. Select the Attributes. Select the attributes for
the project2. Set the Scale and Define the Ratings. Set
the scale for ratings and define them with
descriptors.
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Create your Class Rubrics Work smarter, not harderDevelop one rubric template for all of your activities.
You may wish to simply adjust terminology to address
activity details. By using the same grading template,
your grading and directions remain consistent.
Describe the LevelsDescribe the levels of quality and what each level looks
like.
Be Creative Activities as a Tangent Activities don’t have to focus directly on the weekly
topic, even if they should reinforce the weekly
objectives. They could be a tangent or extension of the
weekly topic.
Using Autonomous Activities in Place of
LecturesInstead of requiring that your students learn all of the
same information in the same way, you can creatively
design self-taught activities. Provide students brief
information and resources. Then ask them to read and
reflect on what they researched. You may also wish to
give them a choice in the area they would like to focus
in that week, since all of your students may have
different focuses.
Tools You Can UseDrop BoxesDrop boxes can be used for student submissions and
attachments. You can allow students to see their peers’
submissions, and in doing so, creating a more dynamic
activity.
WikisCollaborative Web pages for people to share, create,
and edit.
Shared DocsCreate and share on-line documents, spreadsheets and
presentations.
ProjectsConsider creating multi-week projects for students to
work on.
Open Source MaterialsMaterials on the Web that are freely available to all.
Need Help?The FacTS Center (Faculty Technology Services) can
help you with any activity questions you might have.
Consultation on using learning management software,
plagiarism detection software, graphics and video
editing, scanning, PowerPoint and other Office softwarehave been popular topics.
Your college library is a great resource for materials for
your online course. Many libraries, including the Ca-
nisius College Library, have electronic journals, e-books
and Web sites that you can use in your classes. Please
contact the Canisius College Library at 888-8411 for
assistance.
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Assessmentand Measurement
Now it is time to focus on methods of assessing your
students and delivering assessments. There are many
different purposes of assessments, but they are allmainly designed to help teachers find out if, what
and how the students are learning in the course.
This portion hopes to introduce you to a variety of
assessment styles and purposes.
Current Strategies Assessment PurposeEffective instructors understand that it is not enough to
simply deliver a course. Periodic evaluation must take
place throughout the course on an individual and acourse basis. Changes may need to be made to cater to
the students and keep the course current.
Develop rubrics to clarify the expectations you have
for your students. They help students understand what
they need to improve on.
Are your assessments aimed at student learning, or test
scores? The answer can dictate the type of assessment
you should assign.
Quick QuizInstead of correcting lengthy papers, assign quick
quizzes weekly. Some can be auto graded in the learning
management system; others can be just for practice with
students receiving the answers at the end.
Use frequent smaller assessments, instead of fewer
larger assessments. This minimizes anxiety and helps
reveal problems sooner.
| Assessment
Assessme
ntandMeasurement
A Focus on Assessment Delivery
There are many different types of assessments to
deliver. How can you best gauge what is right for
your course?
Focus on the Milestones Your course milestones should indicate when
the major assessments should be delivered. The
beginning of the course, the mid-term and the
end of the course are important times to deliver
assessments. Although you may wish to deliver a
multiple-choice/ essay blend mid-term, you may
also wish to assign a final project as the final
assessment. Project-based assessments also help
to address the concern of cheating in an on-line
environment.
Project Based Assessments vs.
Passive AssessmentsIt is easily understood why students get more out
of Project-Based Assessments as they are compelled
to research, adapt and redeliver the material
they have synthesized. Passive assessments simply
require them to choose an answer and move on.
Focus on Activities When instructors hear the word “assessment”,
they generally think of quizzes and exams. This
is not entirely the case. Assessment takes place
every week during the class activities, as well. It
is important that instructors come up with a way
to assess the effectiveness of all discussions and
activities within a course. Rubrics should be used
for most grading scenarios.
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The Griff Guide to Teaching Online | Assessment
Classroom Assessment Technique ExamplesThe 100 Word Paper A focused question answered with a focused answer.
This can be adapted to an on-line discussion board or
drop box.
Chain Discussion The instructor posts a question, and students simply
answer it. The instructor posts his/her analysis of
the results and the students discuss the instructor’s
analysis.
Directed Paraphrasing Students write a “layman’s translation” of something
they have just learned
One Sentence Summary
Discussion
Best delivered as a final discussion on-line, students
sum up the who, what, where, when, how’s of their
class.
Application Discussion After teaching an important concept, ask students to
write down at least one real-world application for what
they have just learned.
Student Generated Test
Questions
Allow students to ask questions, and get answers from
other students in a discussion forum the week beforethe Mid-Term or Final. Include the valuable questions
on the exam.
The Muddiest Point Instructors can use a discussion forum, drop box, or
chat to ask the question: “What is the muddiest point
in this session?”
CATsClassroom Assessment Techniques, or CATs, provide
feedback to the instructor about student progress
throughout the course. CATs are generally delivered
in forms of activities, and the information is generally
shared with the students. CATs can be adapted for an
on-line learning environment. Students tend to become
better monitors of their learning, and teachers build abetter rapport with the students in doing so. CATs are
typically non-graded assessments, as they are used to
improve teaching and learning.
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Designing a Classroom
Assessment Project Assessments can move beyond being assigned as
milestones to being an integral part of the learning
experience throughout the course. Assessment projects
differ from assessments in that they are carefully
planned vs. the spontaneous pop-quiz. Below is anexample of a Classroom Assessment Project Cycle. It
can be changed to suit the instructor’s teaching style
and course.
| Assessment
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Evaluating your CourseCanisius College recommends using the Quality
Matters Rubric when evaluating your on-line course.
The rubric addresses effective course focus, assessment,
and engagement by assessing these elements:
1. Course Overview and Introduction
2. Learning Objectives
3. Assessment and Measurement4. Resources and Materials
5. Learner Engagement
6. Course Technology
7. Learner Support
8. Accessibility
Addressing PlagiarismIt is important that all instructors address and advise students on the consequences of
plagiarism, both in the syllabus and throughout their course. From the Canisius College Code of Academic
Integrity:
Any student who fails to give credit for ideas or materials obtained from another source is guilty of
plagiarism. Plagiarism, in any of its forms, and whether intentional or unintentional, violates standards of
academic integrity. Examples of plagiarism include, but are not limited to:
-- Direct quotation of any source material
-- Paraphrasing another person’s ideas
-- Borrowing facts, statistics, graphs, diagrams, photographs, or other illustrative or visual materials
-- Copying another student’s essay test answers.-- Submitting papers written by another person or persons.
-- Buying or selling, or exchanging term papers, examinations, or other written assignments, or any part of
them.
Need Help? Plagiarism.org
| Assessment
Need Help? Your college library is a great resource for materials for
your online course. Many libraries, including the Ca-
nisius College Library, have electronic journals, e-books
and websites that you can use in your classes. Please
contact the Canisius College Library at
888-8411 for assistance.
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U
singANGEL
Navigating and Managing your
Course in ANGEL Canisius College currently uses ANGEL Learning as
their learning management system. This final portion
of the Griff Guide will help you get started in settingup, and managing, your course in ANGEL.
Global ANGEL Features
The Power StripThe Power Strip is available at all times and provides
access to global navigation options.
1. Home. Clicking this anywhere within ANGEL
will bring you back to your ANGEL Home
page.
2. Help. Clicking this will bring up the on-line
Help manual, as well as links to other resources,
such as the Instructor Reference Manual.
3. Log Off. Use this to log off of ANGEL.
4. Learning Objects Repository. Clicking this
will bring up a list of all Learning Object
Repositories (LORs) in which you are a
member. When you click it for the first time, it
will create your personal repository.
5. Personal Preferences. Clicking this will allow
you to set personal preferences and update your
profile.
Navigating ANGEL Courses and
GroupsEach course has three main navigation aids: the course
or group Map, navigational breadcrumbs, and the main
tabs within each course.
Breadcrumbs You can also navigate through an ANGEL Course or
Group using breadcrumbs—links that are created as you
access different sections of the course. They allow you
to quickly return to a previously visited area by clicking
the link. The links are located under the tabs within a
course.
Course TabThe Course tab (or breadcrumb link) serves as the
course’s Home page within any ANGEL course or
group. The following figure displays the default view of
the Course tab and its components.
|Using ANGEL
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Inside your ANGEL Course
Course Homepage Nuggets
You will find nuggets on a few of your pages in your
course. Here is a look at the most popular nuggets on
your homepage.
1. Course Announcements. Displays current
announcements for the course/group. Only
course administrators or course editors can add
or edit announcements.
2. Canisius College Copyright Statement.
3. Course Mail. Provides a summary of your
course’s inbox, a link to view the course mail
inbox, and a quick message link that allows
you to quickly begin composing a course mail
message.4. Activity at a Glance. A graphical display of the
course activity, including logons, mail messages,
discussion posts, and submissions of homework
and assessments by day of week for the current
week.
To add more nuggets to your homepage, click on “Edit
Page”.
Editing Nugget Properties
You can edit the properties and behavior of a
nugget by using your mouse to “hover” over the
nugget title bar, which then reveals the editing
functions for that component. The functions
available for a specific nugget will vary.
1. Edit. Allows you to change the settings
of the nugget. This option appears only
within nuggets that have settings or editing
functions available.
2. Refresh. Refreshes the content of the
nugget.
3. Minimize. Collapses the nugget so that only the label appears with no content. When
clicked, the icon changes to a window;
clicking the window expands it again.
4. Launch New Window. This option opens
the nugget in a pop-up window so that it’s
available from other ANGEL pages. Each
nugget will have different editing and
configuration options.
|Using ANGEL
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Announcements
Course announcements are useful for messages that
you want students to see as soon as they enter your
course. They can be configured to be read by all
students, by an individual student, or by a specific
team. An announcement is time-limited; you will set
the parameters that determine when an announcement
first displays and when it will no longer display. Thedefault values, if you do not specify otherwise, is for an
announcement to display as soon as it is added and for
it to be displayed for one week.
To create an announcement, follow these steps:
1. Go to the course Announcements nugget on
the home page.
2. Click on the Edit icon.
3. On the next screen, click the Add
Announcement link.
4. The Add Announcements > Announcements
Settings screen appears. You will add the text for
the announcement within the Announcement
text entry box.
5. Use the HTML Editor menu to format the text
and add an image and/or hyperlinks (a).
6. Type the text into the text entry area (b).
7. Enter the start date and time when you want
the announcement to display (c).
8. Enter the end date and time when you no
longer want the announcement to display (d)
9. Select the course member (User) who will beable to view the announcement. (e).
10. Save the announcement by clicking the Save
button, indicated by the arrow.
11. When you return to the Add Announcement
screen, click the Exit Announcement Editor
button.
12. The announcement will display on the
course page and any other page where the
Announcement nugget has been added, such as
the ANGEL home page.
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CalendarThe Calendar tab presents your course calendar. The
Calendar can be edited to add events such as
appointments, class meetings, assignment due dates,
and other information. The Calendar lets you add
milestones, office hours, and events. The Calendar
allows you to (1) add events; (2) change the view format;
(3) view single days, weeks, months, or the entire year;and (4) move from day to day or week to week. You can
also filter your views of the Calendar by choosing which
type of events you want to see: (5) public, team or
personal Calendar entries.
Only course editors can add items visible to the entire
class.
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ContentThe Content tab contains the main course content.
This is where you’ll add content to your course, and
where your students will access that content. Detailed
instructions on adding the different types of content
items are shown later in this tutorial.
The tools you need to add and rearrange content itemsand reports on student activity within content are
located on the link menu just beneath the Content
title. Content utilities and lesson page preferences are
also options on this menu.
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a. Content. The title and subtitle are entered
here. They display within the Content page to
identify the content item
b. Access. Determines who can access the contentitem. Advanced settings allow for a start and
end date for the item.
c. Standards. If activated, allows you to align the
content item to preset standards.
d. Objectives. If activated, allows you to align the
content to objectives you create via the
Objectives tab on the General Course Settings
tool.
e. Automate. Lists any automated agents
associated with the content item. Advanced
settings allow for an agent to be set up withinthe content item settings.
f. Assignment. Sets the assignment options for
the content item so that it is linked to the
Gradebook.
Utilizing the Content Item Tools
All content items have a set of links, or tools, when you
roll over the title links.
Adding Content ItemsMuch of the course will be conducted within the
Content page. Content is added by clicking the Add
Content link and then selecting the content item to be
added.
Content Items Available
□ Folders
□ Files
□ Pages
□ Discussion forums
□ Links
□ Drop boxes
□ Assessments
□ Surveys
□ RSS syndication folders
□ Games
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The procedure for adding a content item is similar for
each type of content. The following illustrates the
common settings used for all content items.
1. Within the Content page, click Add Content.
2. On the following screen, select the content item
to be added.
3. The Settings menu will appear. The menu
is divided into several tabs. The exampleillustrated in the following figure displays the
tabs common to all items. Some content items
have additional tabs that are applicable to their
function. The content item settings here are
shown in Normal view. Advanced view allows
the editor to access additional settings for the
item.
1. Settings. Change the settings of the item.
2. Reports. Build and generate reports about the
item.
3. Utilities. Perform specific functions with the
item.
4. Submissions. Access submission functions with
the item.5. Delete. Delete the item.
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Creating a Folder
When creating a folder:
□ fill in the title;
□ click Save.
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Creating a Link
When creating a link:
□ fill in the title;
□ fill in the link URL;
□ click Save.
Creating a Page
When creating a page:
□ fill in the title;
□ fill in the page text;
□ click Save.
Uploading a File
When uploading a file:
□ browse for the file;
□ enter in the title;
□
upload the file.
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Creating a Game
When creating a game:
□ fill in the title;
□ click Save.
□ Choose the game type.
If Quiz Show:
□ define the categories;
□ enter in the questions;
□ set the value; □ click Save.
If Crossword Puzzle:
□ enter in the questions;
□ enter in the answers;
□ click Save.
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Creating a Drop Box
When creating a drop box:
□ fill in the title;
□ fill in the directions;
□ click Save.
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Creating a Discussion Forum
When creating a discussion forum:
□ fill in the title;
□ fill in the directions;
□ click Save.
Creating an Assessment
When creating an assessment:
□ fill in the title;
□ click Save;
□ add a question;
□ select a question type;
□ fill out the question and answer information;
□ select the correct answer;
□ give the question a point value;
□ click Save.
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Creating a Survey
When creating a survey:
□ fill in the title;
□ click Save;
□ add a question;
□ select a question type;
□ fill out the question and answer information;
□ select the correct answer;
□ give the question a point value;
□ click Save.
A Sample Week
Here is what a week’s worth of content looks like in
this example course.
Creating a Section Heading
When creating section heading:
□ fill in the title;
□ fill in the page text, if desired;
□ click Save.
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Rearranging Items in your Course
Under the Content title at the top of the Contentpage (or in a folder), you will see various links. The
“Rearrange” link will allow you to rearrange content
on your page. Once clicked, the link shifts the screen
into drag-and-drop mode so you can easily rearrange
the order in which the content appears on the Content
page.
Date Restricting All content items can be date restricted. However, you
can also date restrict a folder full of items just by date
restricting the folder. Here’s how.
Click on Settings of the item. Go to the Access Tab.
Click the Advanced Radio Button. Set the Start Date
for the content. Click Save.
Moving Content Items into Folders
1. Click on the Utilities link for the file you wish
to move.
2. Choose the Move Item link.
3. Click on the folder in which you want to place
the file. The item will now be available from
within the selected folder.
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Communicate TabThe Communicate tab contains access points for all the
communication tools for your course or group.
Additional components can be added to the default
view shown below.
1. Course Mail. This is the same component that
appears on the Course page, but defaults theinbox to the current course.
2. Course Roster. A listing of all members of
the course/group. Any members that have a
“hidden” designation will not be visible to
students. The roster can only be viewed here; it
cannot be edited.
3. Course News and Events. Provides a single
point of access to all course announcements,
news, and polls.
4. Live Chat. Allows for students and instructors
to chat, share a whiteboard, or view each other’s
desktop in real time. If no live chat sessions
have been set up, this component will not be
visible to students.
5. Live Office Hours. Similar to Live Chat, but
can be set up and managed by the course
instructor to invite or schedule live chat sessions
with students as required. If none is added, this
component will not be visible to students.
6. Communication Links. This component allows
the course editor to create links pertinent tocourse communication. If none is added, this
component will not be visible to students.
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Report Tab A wide variety of reports can be configured, run, and
saved. You also have the option to act upon (send mail,
send the report, create an agent, and so on) the results
in a report immediately from the report itself.
Tip
Reports available to students are limited to those
that pertain to their own activity within a course.
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Automate TabThe Automate tab allows access to the Agents Console,
in which you can automate a wide variety of tasks based
upon content, activity, or a schedule. For example,
agents can be set up to send e-mail to students who
have not logged onto the course within a set period
of time or to release additional content based upon
a student’s score on an assessment—there are literally hundreds of options.
The console is used to both create agents and to view
all agents that have been set up along with a status
report for each one. The Automate page is visible only
to course editors.
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Manage TabThe Manage tab contains all the course tools needed
by the course editor to conduct and manage the course.
This page is visible only to course editors.
1. Course Management. This component allows
the course editor to do the following:
□ Configure and use the Gradebook;
□ Edit the course roster, including adding and
deleting members and editing rights;
□ Set up and manage teams.
2. Course Theme Selector. Allows the course
editor to preview and quickly select a new
theme for the course.
3. Course Settings. Allows course editors to
further customize and configure their course
4. Data Management. Contains a variety of options for maintaining the course, such as the
ability to back up and import course archives,
manage a question bank for surveys and
assessments, create and manage grading rubrics,
and configure dates for the calendar.
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Gradebook When setting up the Gradebook, you must first decide
how all the grades will be calculated for a final grade.
ANGEL allows you to use either a points-based or
percentage-based system.
Points-Based SystemIn a points-based system, every assignment is given
a point value. The final grade is determined by
adding up all the points awarded in the assignments
and dividing that by the total points possible.
Weighting of assignments is done purely through
the point value of each (that is, an assignment
of 20 points will be worth twice as much as an
assignment of 10 points).
Percentage-Based System
A percentage-based system groups all assignments
into categories and assigns a percentage value to
each category. The sum of all the categories will
always be 100%. While each assignment is given a
point value, the final grade is based on the weight
of the category, not the total points possible.
Differences between Categories and Assignments
In the ANGEL Gradebook, assignment refers to any
graded item. Assignments can be added manually within the Gradebook, as part of the setup process
when a content item is added to the content.
All assignments have to be associated with a category.
A category is a group of one or more assignments that
are weighted together. In a points-based grading system,
there may only be one category with all assignments
linked to it. In a percentage-based system, there may
be several categories with a specific percentage-weight
assigned to each category.
Only assignments can be graded; categories cannot.
The assignment grades will accumulate inside of the
category they are assigned to.
Using the Gradebook Wizard
The Gradebook Wizard will appear the first time the
Gradebook is entered within a new course and can be
used initially to set up the Gradebook. If you skip the
wizard, it will not be accessible again unless you have
not created any categories.
1. Go to Manage > Gradebook. The Gradebook
Wizard will appear.2. Here you can choose a Gradebook Mode (See
left column), points or percentage.
3. Follow the prompts on the screen as directed
to finish setting up, and go to the section on
setting up Assignments.
Setting Up Categories Within the Gradebook
This can be used instead of the Gradebook Wizard or
to add new Categories when the Gradebook Wizard is
no longer available.1. Open the Gradebook (Manage > Gradebook)
and go to Categories within the Gradebook
Management section.
2. At the bottom of the Categories section, click
the Add New button.
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The Category Editor section will open beneath the row
of buttons.
1. Enter a title for the category you are creating.2. Add the calculation information. In this
example, all assignments contribute toward the
total grade for the category.
3. You can leave the description blank or add
some descriptive information.
4. When finished, click the Save button.
Setting Up Assignments within a Content Item
1. In the Assignment Tab of the content item,
under Gradebook, select “New Assignment”
from the drop down. You will now see a few
options that allow you to add the assignment to
the Gradebook.
2. Select a calculation type.3. Select how you want the grade to display in the
Gradebook (the default value for the display
format is set up in Gradebook > Preferences.
4. Click Save.
Setting Up Assignments Within the Gradebook
1. Go to Manage > Gradebook > Assignments in the
Gradebook Management section.
2. At the bottom of the next screen, click Add New.
5. The Assignment Editor will appear beneath
the Add New button. Input a Title for the
assignment.
6. Continue completing the fields. Select the
appropriate Category for the assignment.
7. Don’t forget to attach the title to a content item
(using the advanced radio button).
8. Select a Calculation Type.
9. Click Save.
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Grading in ANGEL Grading the assignment:
1. Instructors can see whether there are
assignments to be graded. An ungraded item
icon will appear under the course name on the
ANGEL Home page.
2. The What’s New option and the Tasks option
on the guide will also show ungraded items.
Expanding the Ungraded Items will display the
assignments to be graded; clicking the link will
allow direct access to the assignment.
3. Opening up the content item will display a list
of all submitted assignments.
4. Click the link to access the submitted
assignment. On the following screen, click the
individual file to open the assignment.
5. Add a grade for the assignment and add any
comments about the paper in the Remarks
window. You can also upload a corrected
paper by making corrections on the paper,
saving it, and then uploading it by clicking the
Attachments button. Click OK to finish.
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Grading with Rubrics Adding a Grading Rubric
Student assignments that are submitted to a drop box
can be graded using a grading rubric. Before adding
a drop box assignment, you may want to create a
corresponding rubric first.
1. Go to Manage > Rubric Manager.
2. On the following screen, select Add and then
Create new rubric on the window that appears.
3. On the following screen, begin setting up the
rubric:
a. Add a descriptive name for the rubric.
b. Select the number of columns needed for the
point values.
c. Input the minimum percentage weights for each
column. The weight input is the lowest score
needed for that level/point value.
d. Add a label for the column. The default is
Achievement Level.
e. Enter the number of criteria needed. You
can also have the rows created from selectedstandards and objectives
f. Add a label for the rows. The default is Criteria.
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4. Then click Next Step.
5. On the next screen, set up the values for each
Criteria and Achievement Level. The HTML
editor is available for formatting, if needed.
Click Next Step to finish.
6. The final step allows you to review the rubric
and make any revisions needed. Click Previous
to make corrections or Save to finish.
Grading a Drop Box Submission Using the Grading
Rubric
Once you have determined that a submission is
available to be graded, follow these steps:
1. Go to Settings< Assignment of the assignment
and select the rubric the rubric you would like
to use for this assignment.
2. Click the link to access the submittedassignment. and also click the Use Grading
Rubric link to access the rubric and use it to
grade the assignment.
3. Submit the point values for each criterion on
the rubric and then click Save.
4. On the following screen, the grade assigned by
the rubric displays. Add any comments about
the paper in the Remarks window. You can also
upload a corrected paper by making corrections
on the paper, saving it, and then uploading it by
clicking the Attachments button. Click OK to
finish.
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Grading a Discussion Forum A number of factors can be used to grade a discussion
forum. Rubrics can be set up to automatically add one
grading factor. The instructor can apply a score to any
post by clicking within the Score column. A maximum
score for each post can be set when applying settings to
the forum.
1. To grade a discussion forum, go to
Submissions> Grade forum.
2. On the following screen, all factors are noted so
that a grade can be applied.
3. You can read all posts from one student by
clicking the student’s name.
4. To submit the grades so that they will be
entered into the Gradebook, click Submit
Grades. You can also export the grades to a
spreadsheet (Export page) and/or use the rubric
to assign the total grade (Copy rubric scores to
grades).
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Using ANGEL MailThe course mail system is accessed through the
Communicate tab. The component may also be added
to other course pages.
Composing a Message
1. You can compose a message when accessingthe View Inbox screen or you can use Quick
Message to bypass the Inbox screen.
2. On the next screen, click To.
3. The next screen will allow you to add the
recipients for the message.
a. In the Search window, you can search by first or
last name.
b. The Source window allows you to indicate
which course is to be used or even a global
search of all ANGEL users, if activated.
c. Using the Quick Search allows for listing of all
members, specific teams, or by initial of first or
last name.
d. All users selected through searching will appearin the Users window to allow for the selection
of the specific recipients. The default is to list
All course faculty, All course individuals, and
All course students. Check the box next to the
desired recipient.
e. Click To to add the recipient(s). In this
instance, All course individuals were selected.
f. Click OK to finish.
4. Create the message and send it:
a. Add the subject.
b. Create the message. Note that the HTML
Editor is accessible here for formatting and
other options.
c. You can send the message to the user’s Internet
e-mail, as entered in the user profile, and a copy
can be sent to the student’s mentor, if any.
d. You can upload an attachment by clicking the
Attach files link.e. Click Send to send it or click Save Draft if you
want to return and edit it later.
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Maintaining the RosterThe Roster tool, within the Manage section, enables
you to add, edit, or delete users in a course or group.
Adding a User Although students are managed by Canisius College on
an hourly basis automatically, and that under normalcircumstances, you shouldn’t need to edit your roster,
you may wish to add a colleague to your roster.
1. Go to Manage > Roster > Add a User.
2. Enter the last name into the Account Search
field and then click Search. Select the name
from the list.
3. On the next screen, choose the rights and title
for that user from the drop-down list.
a. If set to Yes, Hidden will hide the username
from students and it will not appear within
Course Mail, Course Roster, or other sections
in which students can see member names.
b. If set to Yes, the Disabled setting would keep
the user on the roster, but the user would not
be able to access the course.
c. The Permissions tab allows for the some of the
rights for the user to be revised so that the user
would not have all of the default rights of a
course editor. For example, the user might have
all of the usual course editing rights except the
ability to access the Gradebook.
d. Click Save to finish.
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Backing Up a CourseGood practice dictates that courses need to be backed
up on a regular basis. If content is accidentally deleted,
or if other data is lost, it can be restored if a backup is
available.
1. Go to Manage > Backup and Restore within the
Data Management component.
2. On the following screen, click create new
backup. The Scheduled Automatic Backup
would be set by your administrator.
3. When finished, the backup information will
display.
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The Griff Guide to Teaching Online |Glossary
Glossary ADDIE: The ADDIE model is the generic process
traditionally used by instructional designers and
training developers. The five phases—Analysis, Design,
Development, Implementation, and Evaluation—
represent a dynamic, flexible guideline for buildingeffective training and performance support tools.
asynchronous: An on-line activity in which students
participate at different times (e.g. discussion forum).
Bloom’s Taxonomy: Bloom’s Taxonomy refers to a
classification of the different objectives that educators
set for students (learning objectives).
classroom assessment techniques (CATs): Brief activities that provide feedback to the instructor about
student progress throughout the course.
course objectives: Objectives describe how learners can
apply what they have learned in the course.
course outline: A course outline outlines all of the
components in the course, in the order in which they
are presented.
course template: A course template is a document thatdetails all the components in a course, word for word.
delivery method: Method is which the course content
will be delivered (e.g. discussion forums, drop boxes,
videos).
educational technology: Technology used for
educational purposes, mainly in courses and e-learning.
face-to-face (f2f): Traditional teaching is often referred
to as face to face, or f2f, vs. on-line.
interaction: Interaction is a kind of action that occurs
as two or more objects have an effect upon one another.
The idea of a two-way effect is essential in the concept
of interaction, as opposed to a one-way causal effect.
introductory folder: An Introductory Folder is a folder
that opens before the course begins that can contain all
of the course documents, requirements, expectations
and even an icebreaker discussion.
Instructional Systems Design (ISD): The practice of
maximizing the effectiveness, efficiency and appeal of
instruction and other learning experiences.
learning styles: Various approaches or ways of learning,
ways in which students learn.
learning management system (LMS): A learning
management system (LMS) is a software application
for the administration, documentation, tracking, and
reporting of training programs, classroom and on-line
events, e-learning programs, and training content.
mentorship: Mentorship refers to a developmentalrelationship in which a more experienced or more
knowledgeable person helps a less experienced or
less knowledgeable person—who can be referred to
as a protégé, or apprentice -- to develop in a specified
capacity.
milestones: The end of a stage that marks the
completion of a phase, major activities in a course that
help to culminate a topic, or series of topics (e.g. exams,
projects, assessments).
paradigm: A pattern or model of learning, the
exemplar.
rubrics: A chart that establishes a mode of conduct
or procedure; protocol, provides reference for student
achievement.
syllabus: An outline and summary of topics to be
covered in an education or training course.
synchronous: An on-line activity in which students
participate at the same time (e.g. live chat, Web
conference).
virtual guest speaker: Guest speakers that present
through virtual means such as Web conferencing
software, chats or video.
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virtual field trips: Field trips that are taken via live
Web tools or interactive Web sites.
Web 2.0: The term “Web 2.0” is commonly associated
with Web applications which facilitate interactive
information sharing, interoperability, user-centered
design and collaboration on the world wide Web.
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Resources
Planning your On-line Course
Resource Created by Source
Best Practices in On-line Course
Design and Delivery
South Oregon University Distance
Education Center
http://www.sou.edu/
distancelearning/SOU%20DEC%20Best%20Practices.pdf
Bloom’s Taxonomy Illinois State University http://www.phy.ilstu.edu/
pte/311content/questioning/
bloom.html
Building Objectives Lisa Schuman http://edweb.sdsu.edu/courses/
EDTEC540/objectives/Building.
html
Developing Course Objectives Illinois On-line Network http://www.ion.uillinois.
edu/resources/tutorials/id/
developObjectives.asp
Developing Course Objectives/
Measurable Outcomes
Office of Innovation and Research http://oir.olin.edu/assessment/
docs/qt5.pdf
How to Create your Own On-line
Course: 100 Tools, Guides and
Resources
Best Universities http://www.bestuniversities.com/
blog/2009/how-to-create-your-own-
on-line-course-100-tools-guides-and-
resources/
Instructional Design InstructionalDesign.org http://www.instructionaldesign.
org/
On-line Course DevelopmentProcess
Joanne Tzanis http://www.tzanis.org/Courses/ ADDIE/
Outcome Guidelines for Courses Portland Community College http://www.pcc.edu/contrib_
top/resources/academic/eac/
curriculum/course-outcomes-
guidelines.html
Student Learning Goals University of Washington http://depts.washington.edu/
learning/
Syllabus Design David Nunan http://books.google.com/books?id
=xp7h2xT907kC&printsec=frontco
ver&dq=syllabus#v=onepage&q=&f=false
Tools for Teaching Barbara Gross Davis http://books.google.com/
books?id=VuwN_tnazNkC&pg=PA
22&dq=syllabus#v=onepage&q=syll
abus&f=false
|Resources
Resources
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Planning your On-line Course
Resource Created by Source
Verbs to Use in Creating
Educational Objectives
Education Oasis http://www.educationoasis.com/
curriculum/LP/LP_PDF%20
Word/blooms_tax_verbs.pdf
vuDAT Michigan State University http://vudat.msu.edu/home/
Writing Inquiry-Oriented Student
Performance Objectives Assignment
Carl J. Wenning http://www.phy.ilstu.edu/
pte/310content/objectives/
stperfobjectives.html
Designing your On-line Course
Resource Created by Source
Audacity Audacity Project http://audacity.sourceforge.net/
Microsoft Clipart Microsoft.com http://office.microsoft.com/en-us/
clipart/default.aspx
Podcasts for Mac Apple http://www.apple.com/itunes/
podcasts/
Podcasts for PC Zune http://social.zune.net/podcasts/
Seven Principles for Good Practice Arthur W. Chickering and Zelda F.
Gamson
http://honolulu.hawaii.edu/
intranet/committees/FacDevCom/
guidebk/teachtip/7princip.htm
SoundSnap SoundSnap.com http://www.soundsnap.com/
Your Educational Tech Leah (Sciabarrasi) MacVie http://youreducationaltech.com/
Forming Engaging Discussions
Resource Created by Source
Creating Discussion Forums Dr. Allan Webb http://homepages.wmich.
edu/~acareywe/discussion.html
Discussion Based On-line Teaching
to Enhance Student Learning
Tisha Bender http://books.google.com/books?id=
fQUyjtBNtOkC&pg=PA104&dq=d
iscussion+forum#v=onepage&q=dis
cussion%20forum&f=false
Discussion Thread Do’s and Don’ts Joann Gonzalez-Major http://hitchhikers.midsolutions.
org/course_design/mgtPractices/
discussionThreads.php
FAQ Discussions Joan Middendorf & Alan Kalish http://www.ntlf.com/html/lib/
bib/faqdisc.htm
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Forming Engaging Discussions
Resource Created by Source
How to Create Good Discussion
Questions for your Tutorial or
Seminar
Mr. Mark Melnyk http://www.markville.ss.yrdsb.edu.
on.ca/politics/seminarsuccess.pdf
Introduction to Crafting Questions
for On-line Discussions
Penn-State Learning Design
Community Hub
http://ets.tlt.psu.edu/
learningdesign/crafting_question
Managing Discussion Boards Keith Restine http://cnx.org/content/m16208/
latest/
Rose-Colored Glasses Joann Gonzalez-Major http://jmajor.midsolutions.org
Sample Grading Methods Middle Tennessee State University http://frank.mtsu.edu/~webctsup/
faculty/manual/WebCT_
DiscussionBoardRubrics.pdf
Developing Creative ActivitiesResource Created by Source
Assessment and Rubric Information Kathy Schrock http://school.discoveryeducation.
com/schrockguide/assess.html
Assignments and Activities for On-
line Courses
Maryland University College http://www.umuc.edu/distance/
odell/ctla/resources/assign.pdf
Canisius On-line Citation Help Canisius College http://libguides.canisius.edu/
content.php?pid=54100
Canisius Plagiarism Statement Canisius College http://library2.canisius.edu/
plagiarism.html
Clear Instructions, Great
Expectations
Roger Graves http://www.ualberta.ca/~graves1/
assignments.pdf
Designing Interactive On-line
Course Activities
Katherine Hayden http://www.seenmagazine.us/
Sections/ArticleDetail/tabid/79/
ArticleID/28/smid/403/
reftab/170/Default.aspx
DesignSHOP Virginia Tech http://www.edtech.vt.edu/edtech/
id/index.html
Edutopia Edutopia http://www.edutopia.org/List of Open Source Tools Debian Help http://www.debianhelp.co.uk/
tools.htm
Madeline Hunter’s Mastery
Teaching
Robin Hunter http://books.google.com/
books?id=af-gXvmC3t0C&pg=PP1
&dq=madeline+hunter#v=onepage
&q=&f=false
Models of On-line Courses Robin Mason http://www.aln.org/publications/
magazine/v2n2/mason.asp
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Developing Creative Activities
Resource Created by Source
The Purdue On-line Writing Lab Purdue University http://owl.english.purdue.edu/
Rubric Creator and Templates Rubistar http://rubistar.4teachers.org/
Teaching and Learning on-line
resources
Michael Grant http://viralnotebook.pbworks.com/
Assessment and Measurement
Resource Created by Source
Assessing Student Learning Izabel Soliman http://www.une.edu.au/tlc/staff/
publications/assess-student-learning.
Assessment as a Teaching Tool Martha L. A. Stassen, Kathryn
Doherty and Mya Poe
http://www.umass.edu/oapa/oapa/
publications/on-line_handbooks/
course_based.pdf
Assess Student Learning Indiana University http://www.indiana.
edu/~teaching/ourservices/assess/
Classroom Assessment University of Medicine and
Dentistry at New Jersey
http://cte.umdnj.edu/student_
evaluation/evaluation_cat.cfm
Classroom Assessment Techniques National Teaching & Learning
Forum
http://www.ntlf.com/html/lib/
bib/assess.htm
Classroom Assessment Techniques Thomas Angelo and K. Patricia
Cross
http://www.amazon.com/
Classroom-Assessment-
Techniques-Handbook-Education/
dp/1555425003/ref=sr_1_1?ie=UTF8&s=books&qid=1258468661&
sr=1-1
Overwhelmed with Grading Papers? Linda Shalaway http://www2.scholastic.com/
browse/article.jsp?id=3749699
Quality Matters Rubric Quality Matters http://qminstitute.org/home/
Public%20Library/About%20QM/
RubricStandards2008-2010.pdf
Rubistar Rubistar http://rubistar.4teachers.org/
Scoring Rubrics: What, When and
How?
Barbara Moskal http://pareon-line.net/getvn.
asp?v=7&n=3
Testing 1-2-3 . . . Linda Shalaway http://www2.scholastic.com/
browse/article.jsp?id=3749704
Understanding and Creating
Rubrics
Virginia Commonwealth University http://www.vcu.edu/cte/resources/
videos/Rubrics/Rubrics.html
Using Rubistar Virginia Commonwealth University http://www.vcu.edu/cte/resources/
videos/Rubistar_tutorial/index.
html
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References Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques A handbook for college teachers. San
Francisco: Jossey-Bass.
Bender, T. (2003). Discussion-based on-line teaching to enhance student learning: Theory, practice, and
assessment. Sterling, Va: Stylus Pub.
Chickering, A. W., & Gamson, Z. F. (1991). Applying the seven principles for good practice in undergraduate
education. New directions for teaching and learning, no. 47. San Francisco, Calif: Jossey-Bass.
Hart, J. (November 15, 2009). Top 100 Tools for Learning 2009. Retrieved November 20, 2009, from http://
c4lpt.co.uk/recommended/.
Downes, S. (November 20, 2009). Stephen’s Web. Retrieved November 20, 2009, from http://www.downes.ca
Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college
courses. Jossey-Bass higher and adult education series. San Francisco, Calif: Jossey-Bass.
International Society for Technology in Education (ISTE) (2009). Technology Facilitation Standards.
Retrieved on September 20, 2009 from: http://www.iste.org/Content/NavigationMenu/NETS/
ForTechnologyFacilitatorsandLeaders/Technology_Facilitation_Standards.htm#Plan.
Krause, J. (2004). Design basics index. Cincinnati, Ohio: How Design Books.
Lupton, E. (2005). DIY Design It Yourself. Chronicle Books Llc.
Lupton, E. (2008). Indie publishing: How to design and produce your own book. New York: Princeton
Architectural Press.
Roblyer, M. D. (2006). Integrating educational technology into teaching. Upper Saddle River, N.J.: Pearson/
Merrill Prentice Hall.
Silver, H. F., Strong, R. W., & Perini, M. J. (2000). So each may learn: Integrating learning styles and multiple
intelligences. Alexandria, Va: Association for Supervision and Curriculum Development.
References
|References
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Appendix
a. Teaching Goals Inventory and Self- Scorable Worksheet
Teaching Goals Inventory and Self- Scorable Worksheet
© 1993 Thomas A. Angelo and K. Patricia Cross.Source:Classroom Assessment Techniques: A Handbook for College Teachers
Reproduced by permission.
For Program Assurance of Learning, respond to each item in relation to the academic
program rather than an individual course.
Purpose: The Teaching Goals Inventory (TGI) is a self-assessment of instructional goals. Its
purpose is threefold: (1) to help college teachers become more aware of what they want to
accomplish in individual courses; (2) to help faculty locate Classroom Assessment Techniques
they can adapt and use to assess how well they are achieving their teaching and learning goals;
(3) to provide a starting point for discussions of teaching and learning goals among colleagues.
Directions: Please select ONE course you are currently teaching. Respond to each item on the
Inventory in relation to that particular course. (Your responses might be quite different if you
were asked about your overall teaching and learning goals, for example, or the appropriate
instructional goals for your discipline.)
Please print the title of the specific course you are focusing on:
Please rate the importance of each of the fifty-two goals listed below to the specific course you
have selected. Assess each goal’s importance to what you deliberately aim to have your students
accomplish, rather than the goal’s general worthiness or overall importance to your institutions
mission. There are no “right” or “wrong” answers, only personally more or less accurate ones.
For each goal, circle only one response on the 1-to-5 rating scale. You may want to read quickly
through all fifty-two goals before rating their relative importance.
In relation to the course you are focusing on, indicate whether each goal you rate is:
(5) Essential a goal you always/ nearly always try to achieve
(4) Very important a goal you often try to achieve
(3) Important a goal you sometimes try to achieve(2) Unimportant a goal you rarely try to achieve
(1) Not applicable a goal you never try to achieve
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Rate the importance of each goal to what you aim to have students accomplish in your course.
1. Develop ability to apply principles and generalizations already 5 4 3 2 1
learned to new problems and situations
2. Develop analytic skills 5 4 3 2 1
3. Develop problem-solving skills 5 4 3 2 1
4. Develop ability to draw reasonable inferences from observations 5 4 3 2 1
5. Develop ability to synthesize and integrate information and ideas 5 4 3 2 16. Develop ability to think holistically to see the whole as well as 5 4 3 2 1
the parts
7. Develop ability to think creatively 5 4 3 2 1
8. Develop ability to distinguish between fact and opinion 5 4 3 2 1
________________________________________________________________________
9. Improve skill at paying attention 5 4 3 2 1
10. Develop ability to concentrate 5 4 3 2 1
11. Improve memory skills 5 4 3 2 1
12. Improve listening skills 5 4 3 2 1
13. Improve speaking skills 5 4 3 2 1
14. Improve reading skills 5 4 3 2 115. Improve writing skills 5 4 3 2 1
16. Develop appropriate study skills, strategies, and habits 5 4 3 2 1
17. Improve mathematical skill 5 4 3 2 1
________________________________________________________________________
18. Learn terms and facts of this subject 5 4 3 2 1
19. Learn concepts and theories in this subject 5 4 3 2 1
20. Develop skill in using materials, tools, and/or technology central 5 4 3 2 1
to this subject
21. Learn to understand perspectives and values of this subject 5 4 3 2 1
22. Prepare for transfer or graduate study 5 4 3 2 123. Learn techniques and methods used to gain new knowledge in 5 4 3 2 1
this subject
24. Learn to evaluate methods and materials in this subject 5 4 3 2 1
25. Learn to appreciate important contributions to this subject 5 4 3 2 1
_________________________________________________________________________
26. Develop an appreciation of the liberal arts and sciences 5 4 3 2 1
27. Develop an openness to new ideas 5 4 3 2 1
28. Develop an informed concern about contemporary social issues 5 4 3 2 1
29. Develop a commitment to exercise the rights and responsibilities 5 4 3 2 1
of citizenship
30. Develop a lifelong love of learning 5 4 3 2 131. Develop aesthetic appreciations 5 4 3 2 1
32. Develop an informed historical perspective 5 4 3 2 1
33. Develop an informed understanding of the role of science and 5 4 3 2 1
technology
34. Develop an informed appreciation of other cultures 5 4 3 2 1
35. Develop capacity to make informed ethical choices 5 4 3 2 1
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__________________________________________________________________________
36. Develop ability to work productively with others 5 4 3 2 1
37. Develop management skills 5 4 3 2 1
38. Develop leadership skills 5 4 3 2 1
39. Develop a commitment to accurate work 5 4 3 2 1
40. Improve ability to follow directions, instructions, and plans 5 4 3 2 1
41. Improve ability to organize and use time effectively 5 4 3 2 1
42. Develop a commitment to personal achievement 5 4 3 2 143. Develop ability to perform skillfully 5 4 3 2 1
___________________________________________________________________________
45. Improve self-esteem/self-confidence 5 4 3 2 1
46. Develop a commitment to one’s own values 5 4 3 2 1
47. Develop respect for others 5 4 3 2 1
48. Cultivate emotional health and well-being 5 4 3 2 1
49. Cultivate physical health and well-being 5 4 3 2 1
50. Cultivate an active commitment to honesty 5 4 3 2 1
51. Develop capacity to think for oneself 5 4 3 2 1
52. Develop capacity to make wise decisions 5 4 3 2 153. In general, how do you see your primary role as a teacher? (Although more than one
statement may apply, please circle only one.)
______________________________________________________________________________
1 Teaching students facts and principles of the subject matter
2 Providing a role model for students
3 Helping students develop higher-order thinking skills
4 Preparing students for jobs/careers
5 Fostering student development and personal growth
6 Helping students develop basic learning skills
Source: Classroom Assessment Techniques, by Thomas A. Angelo and K. Patricia Cross.
Copyright © 1993. Permission to reproduce is hereby granted.
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Teaching Goals Inventory, Self-Scoring Worksheet
1. In all, how many of the fifty-two goals did you rate as “Essential”? _________
2. How many “Essential” goals did you have in each of the six clusters listed below?
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b. Best Practices for Canisius College Faculty
Best Practices for
Canisius College Faculty
Tips for Your On-line Course
Organization □ Create an Introductory folder to house all of the general course documents (weekly documents go within
the weekly folders)
□ Create folders (clearly labeled using: Weeks, Modules) in which all pertinent materials are organized.
□ Within each folder, include a brief description of the week’s introduction, goals/objectives, etc. It’s best to
put this text “in line” rather than in a file which has to be opened.
□ Try to maintain a consistent organizational structure from one folder to the next (i.e. introduction, goals/
objectives, readings, presentations, discussions, assignments). Consistency will help the students become
familiar with your course and your way of doing things.
Student Directions □ Make sure to give precise times for due dates, including time zone information (i.e. “Due 9/2/2009 by
11:59 pm Eastern Time”).
□ Ask students to identify themselves to Disability Support Services if they have a disabling condition. Some
possible wording for Syllabus:
If you have any conditions such as a physical or mental disability which will make it difficult for you to carry
out the work as outlined, please visit the Office of Disability Support Services in Old Main 004(716-888-3748) to document your disability to discuss appropriate accommodations.
File Types and Technology in ANGEL □ When including audio and video files, strive to use consistent file-formats that are easily accessible.
Quicktime, RealPlayer and Windows movie files can be problematic, since they may require students to
download and install software if the computer is not already equipped. It may be possible to make your
audio and video files more easily accessible by converting them to Flash, uploading them to Canisius’
iTunesU, or uploading them to YouTube. (See Video chart below and/or contact the FacTS Center staff)
□ Use Discussion Forums when you want students to interact on a topic. This would include instances
where you want students to have the ability to read and comment on assignment-files submitted by their
classmates. ANGEL has a mechanism for grading Discussion Forums. Contact the FacTS Center staff for
more information.
□ Use Drop Boxes when you want students to submit assignment-files to
you. Rubrics can be attached to Drop Boxes for easy grading in ANGEL.
Contact the FacTS Center staff for more information.
□ If you are expecting to deliver an exam that is other than an essay or
project exam, please contact the FacTS Center staff for instructions on
how to set them up in ANGEL.
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Recommendations for Creating Electronic Content
Documents
Content Item Procedure Example of Use Requirements
PDF Save the document as a
PDF (.pdf)
Use .pdf for longer
documents as they will
be compressed for easy downloading, e.g. the
course syllabus
Microsoft Office 2007
(Save as PDF); Adobe
Acrobat Pro; CutePDF/or other PDF creator.
Acrobat Reader free to
download at http://get.
adobe.com/reader.
Microsoft Word Save the document as a
Microsoft Word document
(.doc, .docx)
Use .doc and .docx for
documents that can be
edited later, such as an
outline that students can
fill in
Microsoft Office 2007 and
up, All Microsoft Office
viewers are available at
http://office.microsoft.
com/en-us/downloads/
HA010449811033.aspx.PowerPoint Handouts Save the presentation as a
PDF (.pdf) or as handouts
(.doc, .docx).
Create handouts for class
presentations. Students
can take notes next to the
slides.
All Microsoft Office
viewers are available at
http://office.microsoft.
com/en-us/downloads/
HA010449811033.aspx.
Video
Content Item Procedure Example of Use Requirements
Flash Create a flash video using
Jing or YouTube. Contact
the Media Center for
conversion options.
Flash videos can be used
for tutorials and screen
casts.
Jing download: http://
www.jingproject.com/
download; Flash player:
http://labs.adobe.com/
downloads/flashplayer10.
html Contact the Media
Center for assistance
converting existing video
into Flash
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Content Item Procedure Example of Use Requirements
Quicktime Contact the Media Center
for conversion options.
Upload videos to iTunes
University.
Record and post lectures
to iTunes U for students
to review for exams.
iTunes U: http://www.
canisius.edu/itunes;
Quicktime player: www.
apple.com/quicktime/
download/ .
Movie Creation Use MovieMaker oriMovie to create and edit
footage. Use YouTube to
record from a Web cam.
Edit virtual field footage. How to use: MovieMakerhttp://www.microsoft.
com/windowsxp/using/
moviemaker/default.
mspx, iMovie http://www.
apple.com/ilife/imovie/.
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Recommendations for Creating Electronic Content for Use in ANGEL
Text in ANGEL
Content Item Procedure Example of Use Requirements
Section Heading Within an ANGEL
course, under the
"Content" tab, click "AddContent," and select
"Section Heading."
Content dividers, e.g.
“Lectures”, “Activities”,
“Discussions”- each with abrief description.
Just ANGEL.
A Page Within an ANGEL
course, under the
"Content" tab, click "Add
Content," and select
"Page."
A weekly introduction,
complete with graphics
and Web links.
Just ANGEL.
Documents in ANGEL
Content Item Procedure Example of Use Requirements
Documents from Library
Databases
Browse and select a
document on the Canisius
Library site. Within an
ANGEL course, under
the "Content" tab, click
"Add Content," click "Add
Link," and paste in the
library document link.
Research articles. Resource: http://library2.
canisius.edu/Making%20
Durable%20links%20
to%20articles%20in%20
Library%20Databases.
doc .
Just ANGEL.
Scanned Document Scan in the document,
and save as a PDF. Within
an ANGEL course, under
the "Content" tab, click
"Add Content," and select
"File." Browse for the file
on your computer and
upload it into your course.
Use a colleague’s
worksheet with
permission.
Library has scanner.
Check with Jessie Blum
on copyright issues or
availability of direct links
in the database. Just
ANGEL.
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Content Item Procedure Example of Use Requirements
PDF Save the document as a
PDF (.pdf). Within an
ANGEL course, under the
"Content" tab, click "Add
Content," and select "File."
Browse for the file on yourcomputer and upload it
into your course.
Use .pdf for longer
documents as they will
be compressed for easy
downloading, e.g. the
course syllabus.
Microsoft Office 2007
(Save as PDF); Adobe
Acrobat Pro; CutePDF/
or other PDF creator.
Acrobat Reader free to
download at http://get.adobe.com/reader.
Microsoft Word Save the document as a
Microsoft Word document
(.doc, .docx). Within an
ANGEL course, under the
"Content" tab, click "Add
Content," and select "File."
Browse for the file on your
computer and upload it
into your course.
Use .doc and .docx for
documents that can be
edited later, such as an
outline that students can
fill in.
Microsoft Office 2007 and
up, All Microsoft Office
viewers are available at
http://office.microsoft.
com/en-us/downloads/
HA010449811033.aspx.
PowerPoint Handouts Save the presentation as a
PDF (.pdf) or as handouts
(.doc, .docx). Within an
ANGEL course, under the
"Content" tab, click "Add
Content," and select "File."
Browse for the file on your
computer and upload it
into your course.
Create handouts for class
presentations. Students
can take notes next to the
slides.
All Microsoft Office
viewers are available at
http://office.microsoft.
com/en-us/downloads/
HA010449811033.aspx.
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Video in ANGEL
Content Item Procedure Example of Use Requirements
Flash Create a flash video
using Jing or YouTube.
Contact the Media
Center for conversion
options. Within an ANGEL course, under the
"Content" tab, click "Add
Content," and select "File."
Browse for the file on your
computer and upload
it into your course. Or,
within an ANGEL course,
under the "Content" tab,
click "Add Content," click
"Add Link," and paste in
the YouTube link.
Flash videos can be used
for tutorials and screen
casts.
Jing download : http://
www.jingproject.com/
download ; Flash player:
http://labs.adobe.com/
downloads/flashplayer10.html Contact the Media
Center for assistance
converting existing video
into Flash.
Quicktime Contact the Media Center
for conversion options.
Upload videos to iTunes
University. Within an
ANGEL course, under the
"Content" tab, click "Add
Content," and select "File."
Browse for the file on your
computer and upload
it into your course. Or, within an ANGEL course,
under the "Content" tab,
click "Add Content," click
"Add Link," and paste in
the iTunes link.
Record and post lectures
to iTunes U for students
to review for exams.
iTunes U: http://www.
canisius.edu/itunes;
Quicktime player: www.
apple.com/quicktime/
download/.
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Content Item Procedure Example of Use Requirements
Movie Creation Use MovieMaker or
iMovie to create and edit
footage. Use YouTube
to record from a Web
cam. Within an ANGEL
course, under the"Content" tab, click "Add
Content," and select "File."
Browse for the file on your
computer and upload
it into your course. Or,
within an ANGEL course,
under the "Content" tab,
click "Add Content," click
"Add Link," and paste in
the YouTube link.
Edit virtual field footage. How to use: MovieMaker
http://www.microsoft.
com/windowsxp/using/
moviemaker/default.
mspx, iMovie http://www.
apple.com/ilife/imovie/.
Audio in ANGEL
Content Item Procedure Example of Use Requirements
Podcast Create an audio podcast
using Audacity or
Garageband, and save
as an Mp3. Within an
ANGEL course, under the
"Content" tab, click "Add
Content," and select "File."
Browse for the file on your
computer and upload it
into your course.
Can be used to recap a
class discussion. Students
can download the podcast
and keep for review.
Download Audacity for
free: audacity.sourceforge.
net. Working with
Garageband: http://
www.apple.com/support/
garageband/podcasts/.
| Appendix
Top Related