CIS 2 Computers and the Internet in Society - Syllabus
[DeAnza CIS2] WELCOME to CIS 2 - Computers and the Internet in Society
CIS 50: Introduction to Computers, Data Processing, and Applications
[DeAnza CIS50] WELCOME to CIS 50: Introduction to Computers, Data Processing, and Applications
Teaching, Learning and Retention
Terms of Service
Technology Supported Learning and Retention (TSLR)
TEI.2007 - Technology Enhanced Instruction
CIS 2 Computers and the Internet in Society - Syllabus
De Anza Icons
CAOS 131 - Quick Presentation
CAOS 132 - Quick Web Site
CAOS 132 Notes for DeAnza Faculty
CAOS 133 - Using Email in Instruction
Basic Education Online Project
WIKIS for Knowledge
CIS2 at wikia.com
The Digitals are coming...
MEET Grant Update
* De Anza Icons
* Supervising and Evaluating Online Teaching : Online Instructor Evaluation
Learning Objects and Open Courses
Group Projects and Online Collaboration, Group Project Project, Group Projects Overview
Online Learning Blogs
CIS 2 Computers and Society meets Moodle, Catalyst / Moodle, Moodle - faculty review
Excellence in Online Teaching and Learning, Evaluating Online Courses
DL Course Management Support, Learning Management
TEI - Online Teaching and Learning, TEI-3 Main
Accessibility in Web-delivered Teaching
HTML in 90 Minutes
Excellence in Online Teaching and LearningSo now that you have built your online course, is it the best that it can be? You have a little time, so what can you do to improve upon what you have now that your course is up and running? What are the criteria for judging "excellence" in online courses?
Excellence in Online Teaching and Learning
Pedagogy of Online Teaching and Learning
- Pedagogy of Online Teaching and Learning
- Samples of Best Practices
- Rubrics and Checklists
- Design Tune-up
- Practical Tips and Techniques
Samples of Best Practices
WebCT Exemplary Course Project
- Educational Objectives
- Communication Strategies
- Developing a Sense of Community
- Group Work
- Grading and Assessment
- Creating Assignments
2003 Scoring Rubric - View the Exemplary Course rubric (PDF)
Good Models of Teaching With Technology
As described on www-dev, the site "contains a list of best practices, several stories about how schools and districts are putting these practices into action, related policy information, links to supporting Web resources, and some interactive tools where you can add comments. It is intended as a professional development resource to help educators reflect on their own practice as well as learn from others about the role technology plays in the curriculum." By Various Authors, Northeast Islands Regional Technology in Education, November, 2002
Rubrics and Checklists
Free Tools for Evaluating Quality in Online Learning
More than a year ago,
The Michigan Virtual University (MVU)
developing standards to guide the design and evaluation of online course
quality. Their research into the field of online Instructional Design
has resulted in a set of standards that can be used to design and
evaluate online courses in any institutional environment. MVU's free
downloadable software tool,
The Course Evaluator,
has been updated to
reflect MVU's standards in Instructional Design, Open Source Standards
(Technology), and Accessibility. Instructors can download a free copy
and use it to assess how their courses measure up. Free online at
The Sloan Consortium has issued a free report, "
Five Pillars of Quality Online Education.
" The report is based on a recent Sloan-C academic
workshop, where more than 40 online educators presented their research
and practitioner findings related to asynchronous web-based academic
learning environments. The report represents the culmination of years of
research on the most effective practices in online education based on
Sloan's five pillars of quality: learning effectiveness, cost
effectiveness, access, faculty satisfaction, and student satisfaction.
The full report is available at
Jia Frydenberg, of the University of California, Irvine Center for
Distance Learning, reviews the research and argues for a 9 area
assessment approach to gauging quality in academic environments in the
Quality Standards in Elearning: A Matrix of Analysis
. What are
the quality issues associated with development of elearning programs as
they become an ever-larger segment of the higher education enterprise?
Each of Frydenberg's 9 areas has its own concerns and research agendas.
This excellent article explores current issues and research needs within
the 9 standard areas:
1. Executive commitment
2. Technological infrastructure
3. Student services
4. Design and development
5. Instruction and instructor services
6. Program delivery
7. Financial health
8. Legal and regulatory requirements
9. Program evaluation
Access the article in the International Review of Research in Open and
Distance Learning at http://www.irrodl.org/content/v3.2/frydenberg.html.
Practical Tips and Techniques
Checklist and Rubrics
There are many rubrics available for assessing online courses. Here are a few. We are developing a rubric that works for De Anza Distance Learning faculty. Watch this space.
Rubric for Evaluating Online Discussions
Rubric for rubrics
from the Assessment Training Institute,
Course Evaluation Rubric
Good example of a course evaluation rubric that addresses all aspects of the course.
Online Design Checklist
The Design Checklist was developed to help faculty improve the design and delivery of online courses. The content of the checklist is based upon the Principles of Online Design.
MERLOT Evaluation Standards for Learning Materials
One of the goals of MERLOT to develop and apply evaluation standards for web-based learning materials.
There are three general categories of evaluation standards to be used within MERLOT:
- Quality of Content
- Potential Effectiveness as a Teaching-Learning Tool
- Ease of Use
Strengths, Weaknesses, Opportunities, Threads, Trends
Factors that need to be considered when evaluating the effectiveness of teaching technologies.
Access and flexibility:
How accessible is a particular technology for learners?
How flexible is it for a particular target group?
What is the cost structure of each technology? What is the unit cost per leaner? How do costs differ between technologies within a particular context?
Teaching and learning:
What kinds of learning are needed? What instructional approaches will best meet these needs? What are the best technologies for supporting this teaching and learning?
Intereactivity and user-friendliness:
What kind of student interaction does this technology enable? How easy is the technology to use?
What are the organizational requirements, and the barriers to be removed, before this technology can be used successfully? What changes in organization need to be made?
How new is this technology? How reliable is it? How will this technology contribute to institutional renewal?
How quickly can courses be mounted with this technology? How quickly can materials be changed?