Download Using the Web for University Teaching.

AUI Faculty Development Series
Spring 2003
Using the Web for
University Teaching
Participants
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Pedagogy and Integrating IT
Lynne Dahmen, SHSS
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Distance Learning and Learning Spaces
Abdellah Chekayri, SHSS
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Using Course Web Pages
Hind Kabaili, SSE
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Publisher Supported Resources
Pascal Clerotte, SBA
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Available Resources Now and Soon
Fatima Zahra Atiqi, ITS
Why do we Adopt IT Strategies?
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Achieve pedagogical goals (ILOs?)
Manage administrative tasks
Apply new skills/interests
Top-down directives
Bottom-up pressure
What do we mean by ‘best practices
for undergraduate teaching’?
The Seven Principles of Good
Teaching (Chickering & Gamson, 1987)
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Encourages Contact between Student and Faculty
Develops Reciprocity & Coordination Among
Students
Encourages Active Learning
Gives Prompt Feedback
Emphasizes Time on Task
Communicates High Expectations
Respects Diverse Talents and Ways of Learning
Commonly Employed Technologies
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E-mail, electronic file transfer
Web syllabi
Internet Research
Web supported academic research tools
Synchronous & asynchronous communication tools
(chat rooms, IM, bulletin boards)
Excel spreadsheets
Word paperless editing
CD-Roms to support textbooks
Faculty Effort and Support
Technologies supported by others
Self-created
content
Content created
By others
Self-maintained technologies
Technologies which Support Web
Design and Publishing
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“Save as…” (Office Products)
Adobe Acrobat (PDF)
WYSIWYG Editors (FrontPage, Composer)
Hybrid Editors (Dreamweaver)
Text Editors (Homesite, BBEdit)
Supported Learning Environments
(Blackboard, Publisher supported sites)
FTP progams (WS-FTP, Hummingbird)
Principle 1: Encourages Contact
between Students and Faculty
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Asynchronous communication (email, bulletin
boards)
Synchronous communication (chat rooms,
instant messaging)
Principle 2:Develops Reciprocity &
Coordination Among Students
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Bulletin boards
Email
Shared file spaces
Peer editing in Word
Publishing content on Web
Practice 3: Encourage Active Learning
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Interactive CD-ROMs and websites
Research in library resources
Developed skills in Internet research
Hypertext projects for visual learners
Practice 4: Gives Prompt Feedback
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Asynchronous and Synchronous
communication tools
Online gradebooks
Electronic editing
Online quizzes and surveys
Practice 5: Emphasizes Time on Task
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Moves some administrative tasks out of the
classroom
Reduces time spent on distributing (and
redistributing) materials
Web content can unify resources for students
Links to some resources can reduce
copyright infringement
Practice 6: Communicates High
Expectations
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Can reflect time and investment placed into
course
Web content can present sample work or
more accessible guidelines
Students positively value web presence
Practice 7: Respects Diverse Talents
and Ways of Learning
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Allows variety of delivery methods to address
different learning styles
Allows variety of presentation methods for
project development and submission
Can encourage development of instructor
teaching styles
References
Chickering A. and S.C. Ehrmann. “Implementing the Seven Principles: Technology
as a Lever”. AAHE Bulletin (Oct. 1996): 3-6. 3 Jan. 2003.
http://www.tltgroup.org/programs/seven.html .
Chickering, A., and Z.F. Gamson. Seven Principles for Good Practice in
Undergraduate Education. AAHE Bulletin (March, 1987). 3 Jan. 2003.
http://www.aahebulletin.com/public/archive/sevenprinciples1987.asp
Dahmen, Lynne. “‘On–the-Fly’ Instructors and Using Technology to Promote Good
Practice”. http://mail.alakhawayn.ma/~L.Dahmen/
Ehrmann, S.C. “Asking the Right Questions: What Does Research Tell us about
Technology and Higher Learning?” Change: The Magazine of Higher Learning.,
XXVII:2 (March/April 1995): 20-27.
PDF Documents
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Publish forms and documents
‘Locks down’ documents to prevent copying
Preserve complex formatting
Requires Adobe Acrobat program or plug in
Longer download time than HTML
Web Resources in a Moment: Office
Products (Word, PowerPoint, Excel)
Save text documents with formatting
 Make HTML-friendly slides for the Web
 Create spreadsheets for the Web
 No knowledge of HTML needed
 Little flexibility or editing capability
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WYSIWYG and Hybrid Editors
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Familiar formatting environment
HTML knowledge optional
Quicker learning time
More flexibility
Extendible
Supported Learning Environments
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No HTML knowledge required
Data published through Web forms
Integrated systems (bulletin boards, email,
online testing, file storage)
Higher cost/support
Supported by schools, publishers, or
independent providers
FTP Programs
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Used to publish Web pages
Move files between desktop and servers
Student use to access attachments in Pine
Needed for all types of files (PDF, HTML,
Images)
General Online Resources
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Online overview of Web Publishing
http://ittraining.iu.edu/workshops/webiu/webiu01.html
Online tutorials for making Web pages
http://www.htmlclinic.com/
Dreamweaver support
http://www.idest.com/dreamweaver/
Creating PDFs for free
http://site3.pdf995.com/download.html
Microsoft Office and Web Publishing
http://www.utexas.edu/learn/office/
Flash Tutorial on the FTP process
http://ittraining.iu.edu/flash/ftp.swf
Online Resources for Managed
Learning Systems
Independent Systems
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Blackboard: www.blackboard.com/
WebCT: www.webct.com/
School Developed Systems:
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Oncourse (Indiana University)
OpenCourseWare (MIT)
Publishers with Web Support and
Media Content
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Prentice Hall
www.prenhall.com
McGraw Hill
www.mheducation.com
Nelson Thormes
www.nelsonthornes.co.uk/
Allyn & Bacon/ Longman
http://www.ablongman.com/