邢唷��>� ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������欹�%` ��bjbj曎曎 8�鞒鞒!';�������RRRRRRRfn5n5n58�5�J6�f纉D8��9(�9�9�9�:�A=��=`3j5j5j5j5j5j5j$mhlo`Yj!RYB�:�:YBYBYjRR�9�9�zj〨〨〨YB<R�9R�93j〨YB3j〨〨�璢�RR賍�98 p蛤Z毓�n5旵�e^d,恓0纉}^\蘯AD�蘯0賍賍j蘯RCb�]>�C?�〨�?�k@�]>]>]>YjYj3Gv]>]>]>纉YBYBYBYBfffd*�/�fff�/fffRRRRRR���� ONLINE TEACHING & LEARNING 蘑菇tv May 20, 2008 Barbara A. Frey, DEd  HYPERLINK "mailto:bafrey@pitt.edu" bafrey@pitt.edu 412-624-1330 ACTIVITY 1: Course Overview and Introduction Announcement A Welcome to Introduction to Psychology! This online course begins June 10 and ends August 15, 2008. Throughout the semester, we will explore introductory theories and research in the field of psychology. Please don抰 hesitate to contact me if you have any questions or concerns. Announcement B Welcome to Introduction to Psychology! My name is Dr. Frey and I am your instructor for this course. The best way to contact me is through email at bafrey@university.edu. I check email every morning and usually respond to student messages in less than 24 hours. You will use the navigation buttons on the left to access all components of this course. The course is organized into 15 lessons located in 揥eekly Lessons�. To begin, read the 揑nstructor Information� and 揋etting Started� sections. Then, you will be ready to start Lesson 1. I抦 looking forward to an active and interesting semester! On the back of this paper, write your opening Announcement. ACTIVITY 2: Learning Objectives How would you re-write these objectives? To become aware of the major psychological approaches to the study of behavior. To learn how to locate, read, and evaluate psychological resources. To analyze psychological information presented to consumers. To explain the basic principles of human thought including how memory works and how people think. ACTIVITY 3: Assessment and Measurement Revise the following midterm evaluation for your course. Midterm Survey Feed-Forward Form Please take a moment to provide me with your views on (the course name). Read the following statements and indicate whether you agree or disagree by circling the appropriate number. Please include your suggestions and comments at the end of this survey. 1 Strongly Disagree (SD) 3 Agree (A) 2 Disagree (D) 4 Strongly Agree (SA) Not Applicable (NA) SDDASANA1. Assignments and class activities are clearly explained.1234NA2. Study questions help me to master the course material.1234NA3. This course requires me to be an active participant in the learning process.1234NA4. The amount of work required for this course is fair.1234NA5. Blackboard materials are well organized.1234NA6. The course textbook is useful in mastering the course material.1234NA7. (The instructor) gives me timely feedback on my work.1234NA8. (The instructor) is accessible and responsive to my questions.1234NA9. On the average, about how many hours per week do you spend on this course? 10. Please comment on the strengths of this course. 11. What suggestions do you have to improve the course? ACTIVITY 4: Resources and Materials Find a learning object for your course in one of these repositories: NAME URLSUBJECT(S)1. BioDiTRL Biological Digital Teaching Resource Library HYPERLINK "http://bio-ditrl.sunsite.ualberta.ca/" http://bio-ditrl.sunsite.ualberta.ca/Biology 10,000+2. DLESE: Digital Library for Earth System Education HYPERLINK "http://www.dlese.org/dds/histogram.do?group=subject" http://www.dlese.org/dds/histogram.do?group=subjectEarth Science 13,000+3. Digital Research Library D-Scribe HYPERLINK "http://www.library.pitt.edu/dscribe/az.html" http://www.library.pitt.edu/dscribe/az.html Various topics Thousands+4. Exploratories HYPERLINK "http://www.cs.brown.edu/exploratories/freeSoftware/home.html" http://www.cs.brown.edu/exploratories/freeSoftware/home.htmlComputer Graphics 70+5. Exploratorium Digital Library HYPERLINK "http://www.exploratorium.edu/educate/dl.html" http://www.exploratorium.edu/educate/dl.html  HYPERLINK "http://www.exploratorium.edu/imaging_station/gallery.php?Section=Introduction" http://www.exploratorium.edu/imaging_station/gallery.php?Section=IntroductionArts & Science 100+6. FLORE: French Learning Object Repository for Education HYPERLINK "http://flore.uvic.ca/welcome.php" http://flore.uvic.ca/welcome.phpFrench 1000+7. Fathom (archive only, Columbia) HYPERLINK "http://www.fathom.com/" http://www.fathom.com/ Variety of topics 100+8. General Physics Java Applets HYPERLINK "http://www.surendranath.org/" http://www.surendranath.org/Physics, 60+9. HEAL: Health Education Assets Library HYPERLINK "http://www.healcentral.org/index.jsp" http://www.healcentral.org/index.jsp Health Sciences 10,000+10. Illumina: National Science Digital Library HYPERLINK "http://www.ilumina-dlib.org/" http://www.ilumina-dlib.org/ Math, Biol, CS, Chem & Physics 11. INTUTE UK HYPERLINK "http://www.intute.ac.uk/" http://www.intute.ac.uk/Variety of topics 100,000+12. MERLOT  HYPERLINK "http://www.merlot.org/Home.po" http://www.merlot.org/Home.po  HYPERLINK "http://www.merlot.org/merlot/index.htm" http://www.merlot.org/merlot/index.htm Variety of topics, Peer review 16,000+13. Needs Digital Library HYPERLINK "http://www.needs.org/needs/" http://www.needs.org/needs/ Engineering Science & Math14. Physics Education & Technology PhET U. of Colorado HYPERLINK "http://phet.colorado.edu/web-pages/index.html" http://phet.colorado.edu/web-pages/index.htmlPhysics 60+15. SMETE HYPERLINK "http://www.smete.org/smete/" http://www.smete.org/smete/Science, Math, Eng., Tech&Ed 6000+16. Statistics Online Computational Resource (SORC) HYPERLINK "http://www.socr.ucla.edu/SOCR.html" http://www.socr.ucla.edu/SOCR.html UCLA stats applets17. Tufts Open Courseware HYPERLINK "http://ocw.tufts.edu/" http://ocw.tufts.edu/ Life Sciences International +3018. University Channel Princeton University HYPERLINK "http://uc.princeton.edu/main/" http://uc.princeton.edu/main/ Public & affairs 100 + ACTIVITY 5: Learner Engagement Which assignment would provide the most effective online discussion? 1. Course: Introductory Sociology There are 8 study questions at the end of Chapter Three. If your last name begins with A-L, complete the ODD number questions (1, 3, 5, and 7). If your last name begins with M-Z, answer the EVEN number questions (2, 4, 6, and 8). Post your responses in the forum 揅hapter Three: Study Questions.� 2. Course: Biological Sciences After reading the article 揋enetic Engineering,� respond to the following questions: a. What are the assumptions of the germline and somatic approaches to genetic engineering? b. In terms of support, where do you fall on the continuum between the two approaches? 3. Course: Adult Education How useful do you find Malcolm Knowles� theory of adragogy compared to Patricia Cross� characteristics of adult learners theory? Participation Rubric Asynchronous discussion enhances learning as you share your ideas, perspectives, and experiences with the class. You develop and refine your thoughts through the writing process, plus broaden your classmates� understanding of the course content. Use the following feedback to improve the quality of your discussion contributions. CriteriaUnacceptable 0 PointsAcceptable 1 PointGood 2 PointsExcellent 3 PointsFrequencyParticipates not at all.Participates 1-2 times on the same day.Participates 3-4 times but postings not distributed throughout week.Participates 4-5 times throughout the week.Initial Assignment PostingPosts no assignment.Posts adequate assignment with superficial thought and preparation; doesn抰 address all aspects of the task.Posts well developed assignment that addresses all aspects of the task; lacks full development of concepts.Posts well developed assignment that fully addresses and develops all aspects of the task.Follow-Up PostingsPosts no follow-up responses to others.Posts shallow contribution to discussion (e.g., agrees or disagrees); does not enrich discussion.Elaborates on an existing posting with further comment or observation.Demonstrates analysis of others� posts; extends meaningful discussion by building on previous posts.Content ContributionPosts information that is off-topic, incorrect, or irrelevant to discussion.Repeats but does not add substantive information to the discussion.Posts information that is factually correct; lacks full development of concept or thought.Posts factually correct, reflective and substantive contribution; advances discussion.References & SupportIncludes no references or supporting experience.Uses personal experience, but no references to readings or research.Incorporates some references from literature and personal experience.Uses references to literature, readings, or personal experience to support comments.Clarity & MechanicsPosts long, unorganized or rude content that may contain multiple errors or may be inappropriate.Communicates in friendly, courteous and helpful manner with some errors in clarity or mechanics.Contributes valuable information to discussion with minor clarity or mechanics errors.Contributes to discussion with clear, concise comments formatted in an easy to read style that is free of grammatical or spelling errors.ACTIVITY 6: Course Technology What Technology would you recommend? Present a persuasive speech Develop a team presentation on distance education in K-12 schools Recognize the value of diversity in team lab projects Describe information technologies that manage clinical data REFERENCES Classroom Assessment Techniques By Thomas A. Angelo and K. 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