1. Review the Catalyst Faculty Reference Guide "course" in Catalyst Development. Specifically, review the section Quizzes for information on feedback content and availability, and Graded Assignments - instructor comments.

2. In your own course, develop quiz questions and quizzes. Add other activity with feedback to your course.

3. In Adding Feedback (Apply) forum, discuss how you plan to incorporate the technology enhancements to provide prompt feedback in your own instruction. To what extent are you planning to have the feedback automated to accommodate student-directed learning?

4. In Response (Evaluate) forum, discuss appropriate level of control and feedback response for learning being assessed. Should quiz feedback be a teaching tools?

1. Complete and submit the assignments for grading. When notified by the instructor, review the instructor comments and grade for the assignments.

2. Take the quiz, paying particular attention to the information provided along with the item scores.

3. Search the web for articles or sites that describe the use of rubrics for evaluating student work.

4. In the Technology Enhanced Feedback (Explore) forum, discuss the use of self grading quizzes. How can quizzes be used for active learning? Should students be limited to one attempt at a quiz? How important are personalized notes in assignment grading?

• review issues of plagiarism, intellectual property, cheating
• investigate tools for assessing student learning
• complete quizzes and develop quiz questions and quizzes in own course
• complete assignments with feedback and add activity with feedback to own course
• discuss appropriate level of control and feedback response for learning being assessed

• I love being able to check my grades anytime. It helps me make sure I have submitted all my assignments.
• I learn more taking quizzes and getting the wrong answer feedback. Having review information and extra help right in the quiz is great.
• I am aways nervous about quizzes. Taking quizzes online is much better for me.
• The instructor notes in the assignments along with the grade shows me how I can improve.
• assignments that ask us to comment on our peers� work really does help you get to know each other. After a while, you tend to remember certain people, such as those who post their work the earliest, or those who respond to your work the most often, or who is more interested in what topic. In its subtle way, the assignments for this class have allowed me to get to know more students

1. Remember: Be careful what you wish for - you might get it. Technology enhancements can facilitate providing Prompt feedback. Being instantly available to head-off serious problems is good. However, giving students the opportunity to solve problems themselves, or asking classmates for assistance is essential.

2. In the Prompt Feedback (Learn) forum, discuss the forms that feedback can take that promotes learning. What can technology be incorporated to improve prompt response or facilitate extending feedback? What technologies are available to change the process of providing feedback?

3. In the Academic Honesty (Learn) forum, discuss issues of plagiarism, intellectual property, cheating, investigate tools for assessing student learning.

4. Review the Catalyst Student Guide for information about viewing instructor feedback and checking grades.

• some forms of quiz questions can be automatically graded - they can provide instant feedback to students. The correct / incorrect response reply function can reinforce of answers and provide correction, clarification or further information as students work through the quiz questions. Students are usually highly motivated to learn in a graded activity.

• quizzes can be set to permit allow students to retake a quiz
• the highest score will count
• it is important to learn the material. If you need more than one attempt, that is ok.
• learn something each time you review the material for retaking the quiz.

• points
• letter grade
• satisfactory/unsatisfactory
• separate note from the instructor, only visible to the student
• mark-up - instructor adds directly to the student submission

1. Add some visual interest to your course. Find some images that are appropriate to your subject and add them to the course. Include images form Google image search http://images.google.com/imghp?tab=wi&hl=en

2. In Graded assignments and quizzes(Apply) forum, discuss the options for assessing student learning provided. How are concerns about academic integrity, cheating, outside assistance addressed by the options and settings provided?

3. In Measuring student achievement (Evaluate) forum, discuss some of the ways that technology is affecting your methods for promoting active participation, engaging students and evaluating student learning.

4. What concerns do you have about Privacy and Personal Information as they apply to technology in instruction? Submit your reply in the I think... topic in the discussion forum.

5. Copy you I think posting and submit it as your response to the I think... 3 assignment.

1. Search the web for articles or sites providing information about educational games.

2. In the Educational games (Explore) topic, discuss games as educational resources and learning activities. Post a link to an educational games article you found. Do you use games in your instruction? Share stories of good (and not-so-good) experiences including games.

3. Review the Catalyst Faculty Reference Guide "course" in Catalyst Development. Specifically, review the section on Quizzes, Graded assignments.

4. Review the Course Evaluation Checklist. Make a note of 3 points that you would like to address in your course.

5. Add a quiz with several different question types to your course. Investigate the quiz options and restrictions - time, access, display.

6. Add several assignments to your course that demonstrate the various submission and grading options.

• review strategies for including active and engaged learning in instruction
• discuss problem-based learning in higher education
• create an activity that requires new approach to instruction of curriculum content and add activity to own course
• discuss assessing student performance

• Good questions can prompt analysis, critical thinking, research and problem-solving.
• Discussion forums provide a particularly rich learning environment as students must read and write to participate. Students are not limited by the class time to prepare their responses. Many more voices can be heard in the class.
• Assignments and quizzes require direct interaction with the course materials and provide engagement.
• Collaborative writing, peer review and other forums of active engagement can be facilitated with technology.

• Don't bore me. If you are going to stand up and lecture me from your yellowing notes, put it on a disk, and I will take it home and read it on my time. Use an electronic forum or presentation- music, video, computer-based tutorials, visual peripherals - not just lecture.

• Interaction is an important part in online classes. The previous online courses I took barely involved any discussions and thus I could not learn much from those classes. I only learn from the notes and texts. The classes were so boring.

1. Remember - students who have grown up with technology in education and entertainment expect to engage with their learning. Active learning can take on many forms, and students are quick to adapt - often, more quickly than their instructors.

2. In Active and engaging (Learn) topic, discuss how this principle can be enhanced using technology. Are there classroom activities that could be adapted for online learning? What attributes contribute to student engagement?

3. Review the Catalyst Student Guide for instructions regarding graded assignments, quiz submission

4. Work through the quizzes and assignments provided in this module.

5. TED Talks: Every year, a thousand “thought-leaders, movers and shakers” get together at a four-day conference called TED (which is short for Technology, Entertainment and Design). In this collection, you’ll find various talks presented at the conference. They usually run about 20 minutes. Attend a virtual lecture. Why is this interesting? Post the link to the session you visit and 2-3 sentences describing the topic and your experience to the Virtual Lectures discussion. Can be used in class or for personal development.

1. Review the Catalyst Student Guide for instructions for using the forum display options for reviewing your group "conversations."

2. In Group project experience (Explore) forum, discuss your experience (and frustrations) as you participated in activities as students that require cooperation. Assess the challenges and benefits of technology in student cooperation. Your comments can be based on previous courses - F2F or online, and your participation in the Brain Color group in this module.

3. Use the Message feature to send a message to the workshop facilitator. Watch for a reply.

4. Visit the De Anza Online Writing Assistance Center (OWAC) site. http://faculty.deanza.edu/alvesdelimadiana/stories/storyReader$331 Is this resource being used by your students? Would you recommend this service to your students?

• participate in activities as students that require cooperation
• assess the challenges and benefits of technology in student cooperation
• discuss the role of group projects learning in higher education
• use choices and surveys for group selection work on group projects, small group discussions, introduction to the wiki for collaborative writing, introduction to the Online Writing Center
• discuss peer review process and applicability

• email communication to one or more students
• online discussion where all posts can be viewed
• instant messaging with archiving to permit review and access by student not participating in real-time
• online conferencing for live participation or archived for later viewing
• collaborative writing using a shared writing area, e.g., wiki

• I am an international student, and this is the first time that I have ever discussed questions in class.

• I have always hated group work, but this was different. I learned so much more working on the group project.

• I have to work with other people in our company offices all over the world. Working on the group project in this class has helped me a lot with my job and my coworkers.

• After three weeks, I feel like I know my classmates better in this online class than in any on-campus class that I have ever taken. I love it.

• I am really happy to be in my group that we work together as a team, help each other, understand our strengths and weaknesses. For example, I let my group acknowledge that I am not familiar with computers and group online, so I need them to remind if I make mistakes. In addition, they would always be there for me, such as posting their suggestions or thoughts. I am proud to say that our group was able to work together to produce a good report.

• I am taking an online english course and the way the peer review was done in that class was better in my opinion. It randomly distributes the papers to people who also turned in a paper. The review is anonymous and I liked that way much better as a writer and a reviewer because it made sure everything was done in a certain amount of time. The only downside was that if you didn't get your paper in by the deadline then you were not included in the peer review.

1. In the Student cooperation (Learn) forum, discuss how you incorporate student cooperation in your on-campus class. What are some of the challenges with the current process? Would adding technology change the group dynamics? Do students do their group work entirely in class? If they work outside of class, how do you know what is going on?

2. Take the What Color is Your Brain quiz. http://www.truecolorscareer.com/quiz.asp The Brain Color quiz is included because it addresses how you interact with others. This will be useful information in the discussions and online collaborations.

3. Indicate your Brain Color in the Brain Color choice.

4. In the Brain Color Group discussion for your Brain Color, describe your experience with group project in your classes. Discuss role of group projects learning in higher education. As a group, craft a statement explaining to students why group work is important. This statement should not be more than 2-3 sentences.

• encourage students to communicate with you early and often
• model desired contacts using the available communication tools
• make it easy for students to select from several forms of contact - email, messaging, discussion forum
• establish limits and expectations for your availability and speed of response

1. 12. Self-register for the Catalyst 1: An Introduction to Catalyst (Drop In) course. On the main Catalystdev page, look for the My Courses block at the left. At the bottom of the block is a link to "All Courses". Click on it. On the next page, click the link to "Cohort Drop-In". From the list of courses, select "Catalyst 1: An Introduction to Catalyst (Drop-In)". Select "Yes" to the self-registration prompt. NOTE: Drop In courses are neither facilitated nor mediated.
   In the Catalyst 1 course, complete the following:
   • Review section 3. Expectations and Responsibilities of Use of the Catalyst System. Here you will be introduced to the legalities of using the Catalyst system and tools. Read the INSTRUCTIONS - Topic 3 and Complete the Quiz: Legal Compliance.

   • To request a course sandbox, review section 4. Getting Started on Your Own. Here you are introduced to the Catalyst Maintenance System. You will use this system to request a course shell to begin experimenting and exploring the Catalyst tool in. Read the INSTRUCTIONS - Topic 4 and complete the assignment The Catalyst Online Course Request Checklist.
   Once you receive notification from Distance Learning, your Sandbox course is active and will be listed in the course list in the left navigation menu. Then complete the remaining activities to explore and modify your own Sandbox course.

2. Explore your own Sandbox course. Notice that there are little circles with question marks ("?") throughout. Click on a circle for context specific help. The help displays in a pop-up window. Close the pop-up window when you are done.

3. Create examples of student-faculty contact technologies to your Sandbox course - a forum, a resource, a News forum posting.

4. In your Sandbox course, create a Questions? forum with a request to students to ask course related questions in the forum, so others can see the answers. Be sure to set the forum set-up to allow students to post and reply in this forum.

5. Note your progress in the Course modifications (Apply) forum. Suggest ways that you could incorporate these tools into your teaching.

6. In the Effectiveness measures (Evaluate) forum, discuss grading, and the impact of feedback from instructor for students. How do you structure your allocation of points? Do you include high-stakes tests? What is the distribution of points by topic? How could the technology enhance student-faculty contact?

• Learning about Technology Supported Learning and Retention - Reading course notes, introduction discussions, Catalyst exploration activities - 1-2 hours
• Course development - Updating your own course shell to include Student-Faculty Contact activities - 2-4 hours

• any time, anywhere communication - not limited to class time or office hours e.g. email, online discussion forums, chat / instant messaging

• record of contact - no more "gee, I wish I could remember exactly what I told that student" as there is a copy of the conversation with its time and date.

• repeatable - once you work out great instructions for a lesson, that exact same information can be given to students in all sections this quarter and in the future. Allows for "refinement" as students identify new concerns or areas of difficulty.

• it just gets better - revising and improving material over time helps keep the course material relevant and students engaged

• Question or activity to remind you of what you already know about the topic
• List of questions to start thinking about the topic
• List of goals and objectives for the topic to help focus the learning

1. Review your own course syllabus and course outline (green sheet). Refer to your stated learning objectives and content through this course. It is helpful to map the technologies covered here to support students learning your course content.

2. In Student contact technologies (Learn) forum, discuss your first encounter with Catalyst as a student / participant. Were you able to participate in all forms of student-faculty contact activities in this module - discussion, assignment, quiz? Discuss applicability of these functions to traditional expectations for student-faculty contact. Identify differences. Suggest new learning activities. Have you considered blogging? Do you know what blogging is?

3. Read through the notes for 1. Student-Faculty Contact. The Notes introduce the Seven Principles and address the first - Student-Faculty Contact. Also included are learning objectives for this topic, specific suggestions for student-faculty contact and links to other resources.

4. Learn more about the Seven Principles. Search the web for articles, papers or resources that discuss the Seven Principles and how they can be applied to technology enhanced learning or distance learning. Post a link to one site along with a summary of the discussion (2-3 paragraphs) presented in the Seven Principles discussion forum. Please check other postings and look for an article that has not be cited yet - we would like to see many different references.

5. As a student, work through Activities 1 - discussions, assignment, quiz, choice for topic 1. Student-Faculty Contact.

6. The little picture that accompanies my posts in the discussion forum is called an avatar. You can add your own to your profile - any small image file can be uploaded. Enter the image URL. For best result, it should be 100x100 pixels in size. Click on the "?" help button in your profile for additional information.

7. Review the Catalyst Faculty Reference Guide "course" in Catalyst Development. Specifically, review the section on Content Resources & Activities - Resources, Forum, News forum.
   ..

• participate in several forms of technology enhanced student-faculty contact
• discuss applicability of functions to traditional expectations for student-faculty contact and identify differences
• suggest new learning activities

• Seven Principles for Good Practice in Undergraduate Education
  http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm

• Implementing the Seven Principles: Technology as Lever
  http://www.tltgroup.org/programs/seven.html

• Instructional Immediacy and the Seven Principles: Strategies for Facilitating Online Courses
  http://www.westga.edu/~distance/ojdla/fall63/hutchins63.html

• The Seven Principles were written in 1987. Instructional Immediacy and the Seven Principles: Strategies for Facilitating Online Courses was written in 2003. Why are they still relevant today?
• Has technology changed the interpretation of some of these Principles?
• Have students and their expectations changed since the Principles were written?
• What challenges does today's higher education environment place on faculty and students?

• One : Many - Communicating with students can be provided to all students at once with web-based course materials, online lectures - text, audio or video. Other technologies for one-to-many communication include email lists, and discussion forums where only instructor posts, forums that allow students to reply, or discussion forums set to allow students to initiate topics.

• One : One - Email is an alternative to in-person or phone conversations to communication with individual students. Some instructors are using instant messaging as well.

• I can ask questions whenever I think about it, rather than having to wait for the next class. Some times that might be a whole week from when I have a question.
• I am an international student. It really helps me to have email from the instructor so I can read the answer again if I don't understand.
• I hate to have a lot of papers from all my classes. It is better to have links to web sites to find the homework assignment information.

1. Remember: There are many simple technology tools available to enhance Student-Faculty Contact. This is one area where small changes can make significant improvements in student learning and retention.

2. For this course - Technology Supported Learning & Retention (TSLR), you are an online student. Even if you are just enhancing your on-campus course, this is your opportunity to see the student side of online learning first-hand. Are you ready? Review the description of What Makes a Successful Online Student? http://www.ion.illinois.edu/Resources/tutorials/pedagogy/StudentProfile.asp

3. In the Introductions and expectations (Explore) forum, write a few sentences about yourself. Describe your experience with enhancing instruction with technology. Outline your expectations for developing and enhancing your own teaching with technology. Respond to 2-3 other introductions.

4. Review the technology that is readily available within this course presentation. Find your way around the TSLR course resources, activities and Catalyst navigation. Click on any links that sound interesting. Keep a list of links that you follow. Was this what you expected? Is there enough information provided so understand what is going on? Do you know where to start? Can you get back to the main page? What instructions, guidelines and information do students need? Post your thoughts Catalyst Student Guide discussion.
   ..

1. Look at the options for the feature that allows rating of discussion forum postings. Review the online documentation by clicking in the questions mark "?" in the circle.

2. In Features and options (Apply) forum, discuss the breadth of options provided for each function. When you set up an activity, how do you determine what options to select? How do the options support your learning objectives for the activities?

3. In Tracking participation (Evaluate) forum, discuss how tracking activity and rating student discussion posts support setting high expectations. Do these features help you assess if your expectations for student participation are being met?

4. In the I think... forum, discuss students expectations of higher education? What role does technology enhanced instruction play in meeting their expectations?

5. Special project (optional) : The new Portfolio Lab in ATC will be opening shortly. To assist Bus/CS faculty in making good use of the facility, TEI participants are invited to help compile guidelines and suggest activities for lab sessions.
   In the Portfolio Lab activities forum, outline your suggestions - interesting ideas, complete lesson plans, learning objectives, instructions for completing the assignment, submission guidelines, grading rubrics... All contributions will be appreciated.

• AbilityHub
  http://www.abilityhub.com
• Abledata
  http://www.abledata.com/
• Indiana University also has a site with a lot of information
  http://www.indiana.edu/~iuadapts/sitemap.html
• High Tech Center Training Unit of the California Community Colleges
  http://www.htctu.fhda.edu/

1. Review the information provided about the Moodle course management system in Moodle Teacher's Manual http://moodle.tokem.fi/mod/book/view.php?id=5116&chapterid=92 and Moodle Teacher documentation http://docs.moodle.org/en/Teacher_documentation.
   In Moodle can... (Explore) forum, describe some of the teaching and learning strategies and how Moodle features are used to support them. Did you get any new ideas for using technology in your course?

2. Review the Catalyst Faculty Reference Guide "course" in Catalyst Development. Specifically, review the section on tracking student progress and participation - student profiles, activity reports, posting summary.

3. Review the Course Evaluation Checklist. Make a note of 3 points that you would like to address in your course.

4. In your own class, access student profiles and review the information available about student participation and activity within the course.

• review learning styles, learning modality, cultural differences
• discuss impact of technology and learning styles
• plan and add activities to own course to address learning modality differences
• discuss implications for student / instructor learning style differences

• I tried out the low vision simulation, which lets you experience a web page through various vision related disabilities, such as Macular degeneration, cataracts, and Glaucoma. The simulation definitely gave me a better understanding of the problems faced by computer users with vision disabilities. Web designers must consider who their audience are and accommodate to them because if they are trying to sell something, the audience must be able to read it or else they will give up and go to another website. The strategies for access friendly websites gives a different perspective of how you design the website. You need to consider where you put the information, how you put the information, and the colors you choose. It needs to be usable and readable.

• After posting each other's AIM screen names on the board, we mobilized and got to chat with each other pretty quickly in the chatroom, seeing that all of us are on AIM every time we are on the computer, and that makes talking to each other very convenient and easy. ... Although it would have been more efficient and fun to speak to each other face-to-face, the fact that we had a chance to collaborate outside our individual spheres was effective.

• Even though getting all the members to meet on AIM at the same time is hard, I personally think it is the best way to communicate, since the response time is instant, and ideas may flow more easily within the group.

1. Remember: You have the power. Students are sophisticated consumers of tech-based presentation. If your course looks technically proficient and professional, then your students are more willing to accept your high expectations of them.

2. In Setting expectations (Learn) forum, discuss the differences in students - transfer, career enhancement, lifelong learners. How do you set and communication your expectations to students? Are you considering offering your course as a "hybrid" or full online? How will that affect your expectations for students learning?

3. In Student expectations (Learn) forum, discuss student expectations. Are you the "sage on the stage" or the "guide on the side" for your course? To what extent is your presence expected/required? Should students expect to "see" a lot of the instructor? Are there situations where instructor presence can negatively impact student-student cooperation?

4. Review the rubric provided Assessing Teacher Technology Projects http://ldt.stanford.edu/~tacyt/projectrubric.html and compare your course and your progress with the rubric. In the Technology rubric forum, discuss this rubric and how you see your own work in this light. How are you doing? Do you see some areas where you might rework the technology enhancements in your own course?

• attendance - not logging in for 10 days "counts" as 3 or more unexcused absences
• log of messages to students - record of conversation
• quiz response report - are students understanding the concepts that this question test? Should the questions be changed? Should the teaching be changed?

• counting posts - "I agree" doesn't count
• grading a few individual posts as mini essays
• checking for critical thinking in reply to a prompt

• review communication tools
• understand grading options and displays
• review tracking features
• discuss student expectations and instructor's role in setting course expectations
• participate in communication activities - asynchronous and real-time
• explore grading options and setting in own course
• discuss evaluating student participation and performance

• I learned that online groups can actually work pretty well using discussion board. I think since you can see who's participating on the discussion board, everyone feels the need to participate in some way.

• review types of media
• discuss use of media in course work
• access media types
• locate and include media appropriate for own course
• explore other activity types and suggest suitability - books, workshop, etc.
• discuss accessibility issues, adaptive and assistive technologies

• Personally, I think that it is great that there is online group work in this class because I have another online class without group work and it is so boring.

• I really liked that group that I ended up with [students pick a group using Choice to limit group size to 5 students]. We had lots in common and were able to voice our opinion on the topic at hand freely. Everyone was accommodating and worked well together.

• I like how webcasted lectures enable students to be more flexible with their schedules. It was also very useful when I was studying for the midterms and final because I could go back and review any of the lectures to understand better what the professor was saying.

• It became quite fun as well--I could sit on my bed with my laptop in my lap, comfortably listening to the lectures and learning about...

1. Remember: Learning takes time. There is no substitute for student learning through Time on Task. However, making the time interesting and rewarding for students can be enahanced dramatically with technology.

2. In Ready-made instruction (Learn) forum, discuss the issues around using instructional content created by someone else. What do you think about open source resources, including whole courses? Have you included videos or images from the web in course? MIT, Harvard, Berkeley and Stanford as well as other institutions make lectures available - would you permit your lectures to be available like this? Would you include some of these other materials in your course?

3. There are a number of kinds of activities that are supported by functions within Catalyst. We have looked at the core functions as they apply to the Seven Principles. However, there are several others that are handy to know about. For this assignment, select one and review the Student and Instructor information about the one you select.
   From the Catalyst activities choice, select one of the activities. Review the Student and Instructor information about the one you select.

• review strategies for including active and engaged learning in instruction
• discuss problem-based learning in higher education
• create an activity that requires new approach to instruction of curriculum content and add activity to own course
• discuss assessing student performance

• Tutorial 1 - What is a wiki?
• Tutorial 2 - Creating an account on Wikieducator
• Tutorial 3 - Editing Basics
• Tutorial 4 - Basic Text Formatting
• Tutorial 5 - New Pages and Links
• Tutorial 6 - Images and Media
• Tutorial 7 - Collaborative Editing
• Tutorial 8 - Communication and Interaction
• Tutorial 9 - Pedagogical Wiki Templates
• Tutorial 10 - Thinking about Structure

• participate in activities as students that require cooperation
• assess the challenges and benefits of technology in student cooperation
• discuss the role of group projects learning in higher education
• use choices and surveys for group selection work on group projects, small group discussions
• introduction to the wiki for collaborative writing
• introduction to the Online Writing Center
• discuss peer review process and applicability

WikiEducator is a dynamic and exciting community of educators who believe passionately that learning materials should be free and open to all. Check out the exciting roles in our community.

Please join us in developing free and open educational content for the world!

Sign up for free wiki skills training. The Learning4Content project launches its pilot online workshop where you will receive free wiki training in return for a donation of a free content resource on WikiEducator.

What makes a good teacher? Sometimes the simplest questions in life are the hardest to answer.

the key ingredients of good teaching included: creating an atmosphere of mutual respect and fairness in the classroom, providing opportunities for "active learning" and humour to encourage pupil engagement, making learning interesting, and explaining things clearly.

... Citing studies that showed the academic gains from children working collaboratively in groups, she argued: "If learners are not involved in their learning, they do not learn".

She noted that teachers liked to be given practical guidance on how to improve their teaching, yet what they really needed to develop was their own judgment of what works and what does not work in their own teaching.

http://news.bbc.co.uk/2/hi/uk_news/education/7209096.stm