Links to Information about Online Education and Pedagogy

Lists and reviews online courses and educational resources
http://www.worldwidelearn.com/

Pegagogy portal
http://jac.sbs.ohio-state.edu/cable/pedagogy/tutorial/tutorial.htm

Resources and issues in distance learning Guides, newsletters, discussion forums, teching tips, etc.
http://www.matrix.msu.edu/education/modules/onlineed/

Internettime by Jay Cross contains thoughtful and interesting up to the minute reports, reflections and supurb links regarding distance education
http://www.internettime.com/

eCollege Educator Resources
http://www.ecollege.com/educator/EdResources.html

"Applying the Seven Principles to the Evaluation of Web Based Distance Education"
Most major academic institutions have developed evaluation criteria for online courses based on "The Seven Principles of Good Practice in Undergraduate Education" by Arthur W. Chickering and Zelda F. Gamson
http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm

The Academic Senate of the California Community Colleges adopted this set of guidelines:
Guidelines for Good Practices: Effective Instructor-Student Contact in Distance Learning
http://www.academicsenate.cc.ca.us/Academic%20Senate%20Web/Publications/Papers/tech_mediated_instruction.html

Scott Hildreth, PhD developed a graphical grid exemplifiying the best practices outlined in the Academic Senate Guidelines.
"Teaching Online with WebCT"
http://chabotde.clpccd.cc.ca.us/shildreth/webct/teaching.htm

The Traits of an Effective Technology Coach
and Signs of a Robust Program
© 2002 by Jamie McKenzie
From Now On The Educational Technology Journal
Vol 11|No 4|January|2002
http://www.fno.org/jan02/techcoach.html

Seven Steps to Success Designing Online Courses
http://bass.sit.ecu.edu/FacultyResources/designingonline/index.html

"A Distance Education How-To Manual: Recommendations from the Field" by Angie Parker, Professor of Educational Technology Gonzaga University http://www.cssjournal.com/parker.html

Center for Instructional Technologies at the University of Texas, Austin has high quality tutorials and excellent resourse links. Tutorials range from Web Authoring Tools to Project Management
http://www.utexas.edu/academic/cit/howto/tutorials/index.html

Netiquette Home Page by Albion.com
http://www.albion.com/netiquette/

"A Template for Converting Classroom Courses to Distributed, Asynchronous Courses" by Lowell H. Roberts, Director (1997-98) UNC-Chapel Hill Institute for Academic Technology
http://www.unc.edu/cit/iat-archive/
publications/roberts/template.html

"Instructional Design & Learning Theory"
Brenda Mergel, Graduate Student
Educational Communications and Technology
University of Saskatchewan, May, 1998
This paper provides a well written summary of the history of Educational Theories and has excellent links to source material
http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm

Scholarly research paper
" Student Frustration with Web Based Distance Education Course"
http://www.firstmonday.dk/issues/issue4_12/hara/

"Asking the Right Question: What Does Research Tell Us About Technology and Higher Learning?" Stephen C. Ehrmann, Ph.D. Director of Flashlight American Association of Higher Education
http://www.learner.org/edtech/rscheval/rightquestion.html

Summary of their research of online education models by Willie Yip and Bartholomew Leung at the Hong Kong Polytechnic University in Hong Kong.
http://www.coyotenewmedia.com/education/online.html

Engagement Theory: A framework for technology-based teaching and learning. Greg Kearsley & Ben Shneiderman Engagement theory has emerged from the authors' experiences teaching in electronic and distance education environments (see Shneiderman, 1994,1998; Shneiderman et al, 1995; Kearsley, 1997). The fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. While in principle, such engagement could occur without the use of technology, we believe that technology can facilitate engagement in ways which are difficult to achieve otherwise. So engagement theory is intended to be a conceptual framework for technology-based learning and teaching.
http://home.sprynet.com/~gkearsley/engage.htm

Reflections on E-Learning by Donald Clark contains interesting research and analysis on e-learning. http://www.nwlink.com/~donclark/hrd/elearning/elearning.html
Particularly interesting is "elearning myths"

Theory Into Practice (TIP) database
http://tip.psychology.org/index.html

"Constructivism, Technology, and the Future of Classroom Learning" Erik F. Strommen, Children's Television Workshop Bruce Lincoln, Bank Street College of Education (Correspondence should be sent to: Erik Strommen, Director of Research for Interactive Technologies, Children's Television Workshop, One Lincoln Plaza, New York, NY 10023.)
http://www.ilt.columbia.edu/Publications/papers/construct.html

The Institute for Learning Technologies: Pedagogy for the 21st Century ILTdoc:
" Pedagogy for the 21st Century", 1994
http://www.ilt.columbia.edu/Publications/papers/Spiro.html

" Systemic Change: What Is It and Why Is It Needed?" by Charles M. Reigeluth Published in CHANGE Connections, Vol. 1, No. 1, 1994
http://php.indiana.edu/~reigelut/2.1.1sys.html

"Learning Theory in Practice: Case Studies of Learner-Centered Design" by Elliot Soloway, Shari L. Jackson, Jonathan Klein, Chris Quintana, James Reed, Jeff Spitulnik, Steven J. Stratford, Scott Studer, Susanne Jul, Jim Eng, Nancy Scala University of Michigan 1101 Beal Ave. Ann Arbor, MI 48109, USA E-mail: sw.lcd@umich.edu
ABSTRACT
The design of software for learners must be guided by educational theory. We present a framework for learner-centered design (LCD) that is theoretically motivated by sociocultural and constructivist theories of learning. LCD guides the design of software in order to support the unique needs of learners: growth, diversity, and motivation. To address these needs, we incorporate scaffolding into the context, tasks, tools, and interface of software learning environments. We demonstrate the application of our methodology by presenting two case studies of LCD in practice.
http://www.acm.org/sigchi/chi96/proceedings/papers/Soloway/es_txt.htm

"Can Online Technology Enhance Student Engagement & Learning? Implications for New Pedagogy in Higher Education Research" by Cathleen Kennedy, Ph.D. Student in Policy, Organization, Measurement & Evaluation (POME) Graduate School of Education, University of California at Berkeley
http://www.smccd.net/accounts/kennedyc/rsch/research.htm

Report on learning.teaching.interacting@hyperspace/ The Potential of the Web, Sponsored by the University of Maryland System Institute for Distance Education and the International University Consortium
http://www2.ncsu.edu/cc/pub/teachtools/ConfReport.htm

An Historical Perspective on Instructional Design: Is it time to trade Skinner¹s Teaching Machine for Dewey¹s Toolbox?, by Wiburg.

Quotes about teacher-centered and learner centered
http://www.chemistrycoach.com/teacher.htm#Guide

"Teaching Theories" clearly and consicely outline different teaching models and helps teachers select which will be the best for their course
http://www.edtech.vt.edu/edtech/id/models/

Online Learning: New Opportunities
http://www.glencoe.com/norton/n-instructor-/ocm/content.html

"Student-Centered Learning" from a Student Paper from a course called "Foundations of Instructional Technology" at GSU
http://www.gsu.edu/~mstswh/courses/it7000/papers/student-2.htm

"Cognitive Versus Behavioral Psychology" by Fred T. Hofstetter
University of Delaware
http://www.udel.edu/fth/pbs/webmodel.htm

Classroom to Online "The Myth Of The Talking-Head"
Boise State University technical communications instructor Mike Markel challenges the idea that teaching a distance learning course requires a whole new pedagogy that substitutes an "independent-learning, student-centered, empowering model" for the old "talking-head, teacher-centered, passive-student model." Markel says the notion that instructors in traditional classes spend most of their time lecturing is a myth; what they really do is help students organize information, help them with their projects, give students a chance to meet with their teams, and motivate the students. And that's exactly what needs to be done in a distance learning environment as well. Everyone will lose if traditional and technology-supported forms of education are pitted against each other, because conscientious instructors need to do the same thing, whether they offer distance education or classroom-based education. The goal should be to think continuously of what we are trying to accomplish in the teaching/learning process, and to orchestrate the particular techniques and resources in the best and most effective way to accomplish the complete set of specific educational objectives. (Mike Markel, "Distance Learning And The Myth Of The New Pedagogy," Journal Of Business And Technical Communication," v13 n2 99)

This can be found on the eduprise site 07-02-1999 eduprise/NEED-TO-KNOW

Case Studies

Online professional education: A case study of an MBA program through its transition to an online model
http://www.aln.org/alnweb/journal/Vol4_issue1/schrum.htm

"A Pilot Study of Problem-Based Learning with Technological Support" A model for online teaching
http://ltol.scnu.edu.cn/fullpaper/131-f.html

Accreditation of Online Institutions by Steven Crow
http://horizon.unc.edu/TS/default.asp?show=article&id=663

Instructional Design Team Developed "Art Commentary" by Jerrold Maddox, Professor of Drawing and Painting, College of Arts and Architecture http://www.cde.psu.edu/DE/IL/ART_122W/Cover122W.html

Collaborative Projects of Classroom Teachers and Preservice Teachers
Diane L. Judd, Ph. D. 
College of Education 
Valdosta State University
http://chiron.valdosta.edu/djudd/webactivities1.html

Article about collaborative learning
"Student-Centered Learning + Technology = Rethinking Teachers' Education" By Winnie Tsang-Kosma http://www.gsu.edu/~mstswh/courses/it7000/papers/student-3.htm

Collaborative Learning Tutorial
"Group Work: Collaborative learning online" developed by Scott Vigallon for Las Positas College
http://one.fhda.edu/services/clo/clo_tutorial/index.html

"Writing Educational Goals and Objectives"
http://www.clat.psu.edu/homes/bxb11/Objectives/

Bill Akins developed these objectives for his course "Developing Online Classes"
http://xwing.cochise.cc.az.us/online-campus/akinscis288.html

"Internet Survival Skills Course Outline"
http://www.hcc.hawaii.edu/iss/macdos/dos/outline.htm

"Reading a Community: Urban History at the Local Level"
http://www.uoguelph.ca/history/urban/mod01.html"http://www.uoguelph.ca/history/urban/mod01.html

"Bellingham Schools Course Outline: Information Literacy and the Net"
http://www.bham.wednet.edu/literacy.htm

"Fair Use Guidelines for Educational Multimedia" developed by the American Distance Education Consortium.
http://www.adec.edu/admin/papers/fair10-17.html

Ed at a Distance Magazin has links to articles on copyright
http://www.usdla.org/ED_magazine/illuminactive/FEB01_Issue/index.html

Load Policy

"Distance Learning Faculty Load Policy"
http://www.wc.cc.va.us/docs/dlload.html