Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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• Learning Resources -- Provides students with information on using online libraries and databases, understanding the best methods for searching the Internet, retaining integrity and honoring academic codes on the Internet, and improving their academic performance. • Bb: Teach & Learn -- Provides students with information on using course websites and obtaining free software for electronic classrooms. Instructors are provided information on teaching online, requesting and managing their course websites, and signing up for workshops. • Secure Apps -- Provides access to many of the secure websites that students use to submit and view their personal information and to transact University business. Website Resources on Online Teaching Accessibility • Web Content Accessibility Guidelines (WCAG) (1.1), ed. S. L. Henry (accessed November 3, 2005). • Research-Based Web Design & Usability Guidelines. National Cancer Institute, Department of Health and Human Services (accessed November 3, 2005). Intellectual Property and Copyright • The TEACH Act of 2002: How the law affects online instruction (2003). Academic and Professional Program Services, Florida State University, Tallahassee, FL. • How to Cite Electronic Sources. Library of Congress. (accessed November 3, 2005). • Turnitin (preventing plagiarism) (2006). APPS: Center for Teaching & Learning, Florida State University: Tallahassee, FL. Online Pedagogy • A. W. Chickering and Z. F. Gamson. Seven Principles for Good Practice in Undergraduate Education (accessed November 3, 2005). • B. Pelz, “(My) Three Principles of Effective Online Pedagogy,” Journal of Asynchronous Learning Networks 8, no. 3 (June 2004). Surveys and Research • A Survey of Traditional and Distance Learning Higher Education Members. National Education Association (June 2000). Section: Lesson Delivery 133 Chapter 10: Using Course Websites
• The International Review of Research in Open and Distance Learning: Athabasca University, Canada (accessed November 3, 2005). Online Teaching Guidelines and Resources • S. Horton, 2000. Web Teaching Guide Bibliography. Yale University Press. • Z. L. Berge (1995). “The Role of the Online Instructor/Facilitator,” in Facilitating Computer Conferencing: Recommendations from the Field. Educational Technology. 35(1) 22-30. • Teaching & Learning on the Web. Maricopa Center for Learning and Instruction, Maricopa Community Colleges (accessed November 3, 2005). Preventing and Dealing with Plagiarism • FSU’s Information for Turnitin.com (2003). APPS: Center for Teaching & Learning, Florida State University, Tallahassee, FL. • R. Harris (2004). Anti-Plagiarism Strategies for Research Papers. VirtualSalt. University Computing and Network Resources • Policies and Responsibilities for Use of Campus Computer and Network Resources (2000). University Computing Services, Florida State University: Tallahassee, FL. • Student Conduct Code (6C2-3.004). Florida State University: Tallahassee, FL. Section: Lesson Delivery 134 Chapter 10: Using Course Websites
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INSTRUCTION @ FSU: A Guide to Teach
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I. Course Planning -- Content Chapt
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about what skills you expect a stud
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• For a list of more active learn
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Chapter 2 — Determining Learning
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Related table queries Adding tables
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denoting. • Synthesis - Involves
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(higher-level objective -- evaluati
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Example of a Course Planning Worksh
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Chapter 3 — Creating a Syllabus F
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• Influences student attitudes an
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o o o o Helps organize and structur
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ADA Policy: [Suggested language fro
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attendance is necessary. Therefore,
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source without citation; using fact
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the syllabus. For example, use “y
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watching movies with a better under
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November 06-10 Essay Due Monday, No
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Policy for missed tests: All studen
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Writing Objectives Books/Articles
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Diversity and the Academic Culture
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upon the last digit of their FSU ID
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In summary, learning is a complex p
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e relieved if you have recorded tha
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learning atmosphere that you want t
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you stated on the syllabus. This gi
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Chapter 6 — Especially for TAs Th
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Consultants in the Program for Inst
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is required of all TAs. More inform
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Program for Instructional Excellenc
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III. Lesson Delivery Chapter 7 —
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• In PowerPoint, less can be more
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finished, I expect you to be able t
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different things. Communication is
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students time to think and catch up
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Lecture Skills Observation Sheet Ne
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Chapter 8 — Using Active Learning
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New research shows that faculty who
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The guiding principle can be applie
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Note: Even when provided explicit i
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The Activities • Films o Films, a
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Page 90 and 91: ❒ Use groups to debate the sides
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Page 96 and 97: o o o How does this relate to theor
Page 98 and 99: Collaborative Learning Collaborativ
Page 100 and 101: • Finch, B. J. (1993, May). A mod
Page 102 and 103: Using Discussion • Barnes-McConne
Page 104 and 105: • Luquet, W., & Wetcher-Hendricks
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Page 108 and 109: Media can be used to support one or
Page 110 and 111: information being cut off the sides
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Page 114 and 115: change. • Effective instructors t
Page 116 and 117: See Chapter 10 -- Using Course Webs
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Page 122 and 123: o o o view or print - course syllab
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Page 126 and 127: Part 2: Read, Reply, and Respond Co
Page 128 and 129: termed as a distance-learning cours
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Page 132 and 133: Learning How to Use Course Websites
Page 136 and 137: Chapter 11 — Teaching Contexts El
Page 138 and 139: and a sense of spontaneity, anticip
Page 140 and 141: • Give groups a sense of how much
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Page 144 and 145: objectives. Each day begin the clas
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Page 152 and 153: laboratory section to the overall c
Page 154 and 155: • Interact with students. Take an
Page 156 and 157: IV. Student Assessment Chapter 12 -
Page 158 and 159: Table 1 -- Comparison of Limited-Ch
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Page 168 and 169: Disadvantages -- While we may see a
Page 170 and 171: the final course grade (thus minimi
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Page 174 and 175: Table 2 illustrates item analysis f
Page 176 and 177: • Treat students as individuals.
Page 178 and 179: Essays expose student-reasoning pro
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Page 182 and 183: • When responding, save yourself
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• Peer Evaluations: The idea behi
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would do something. Simulations can
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• Nitko, A. J. (1983). Item analy
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Philosophy 1 -- Grades are indicato
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employees, and even the student’s
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B (85 pts) C (75 pts) D (65 pts) F
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Evaluating Performance Performance
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you expect a lot, then ask for a lo
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Psychology 101 for five years in a
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on a complicated journey without lo
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Checklist for Designing Writing Ass
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Sample Explanations of Grades Given
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Analytic and Holistic Scoring on Wr
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Holistic Scoring Writing experts ha
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Suggestions -- When Grading Writing
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Research (40 points) A • Makes us
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Resources on Student Assessment Ref
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V. Course Evaluation and Revision C
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o o clearly presented and changes d
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• President and Provost have onli
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summative evaluations for personnel
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Self- Reflection Peer Review Videot
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VI. Campus and Community Resources
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testing, and permission to audiotap
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various units offer an array of pro
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Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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