General
Principles and Good Practices for Distance Education
by
Rosemary Lehman, Senior Outreach/Distance Education Specialist,
Instructional Communications Systems, University of Wisconsin-Extension
Lehman
provides general guidelines to assist in the development
of distance education, discussing how to prepare instructors
for the DE environment, how to train them to use technological
tools, and how to aid them in envisioning the overall
learning experience they are creating. Includes examples
of best practices within the UW System. (Feb. 2001)
Why
ID? The Benefits of Instructional Design Models
by Nadeen Thompson,
Program Development Specialist, University of Wisconsin-Extension
Thompson
discusses the benefits of using instructional design (ID)
models, not just for the instructional designers who employ
them on a daily basis, but for instructors who may not
have consciously applied them before. Formal ID models
can speed up the course development process, aid communication,
and insure that all areas of good course design are covered.
Resources for further reading are included. (Feb. 2001)
Web
Lessons in a Nutshell: Findings of the Faculty/TA Collaborative
Web Project
by Alan Aycock, Instructional Design Consultant,
Learning Technology Center, UW-Milwaukee
The
Faculty/TA Collaborative Web Project was funded by a 1999
Curricular Redesign Grant from UW System Administration.
Dr. Alan Aycock and his co-investigators identified best
practices for instructional use of the web and assisted
in the development of course web sites. In this concise
summary of his project's findings, Aycock offers seven
practical suggestions for instructors -- and those who
provide them with technical support -- to consider when
going on the web. A link to the project's full final report
is also included. (Nov. 2000)
Keys
to Facilitating Successful Online Discussions
by Donna Raleigh, Coordinator of Technical Training and
Instructional Technology,
Media Development Center, UW-Eau Claire
Electronic
discussions are becoming a ever larger part of college
courses, from pure distance-ed to hybrids. What can students
gain by participating in online discussions? Which route
is better, e-mail lists or threaded discussions on a course
web site? Should the instructor be a "lurker"
or an active participant? Donna Raleigh addresses these
questions and more in her useful "how-to's"
on facilitating online discussions. (Nov. 2000)