Free Software for Instructors
Free audio editing software. Visit http://audacity.sourceforge.net to download a free copy.
McAfee Virus Scan (Login required)
McAfee Virus Scan is available through UT Dallas. Visit http://netid.utdallas.edu to log in and download a free copy.
Camtasia is a screen video capture program that enables you to to capture audio (coming from the computer or from the microphone) and video (coming from the computer or a webcam) from your computer, combine multimedia files into one project, edit your project, and produce your project into a multiple formats.
Camtasia Download and License Information
- Download the trial version of Camtasia from this site.
- For Licensing Information, email firstname.lastname@example.org.
More information about Camtasia is available on the Camtasia website.
LockDown Browser is an application designed for online test delivery. It prevents students from copying test qestions or taking screen captures during the exam. It also prevents students from opening other browser windows while they are taking the exam.
- LockDown Browser Student Instructions
If you are using LockDown Browser for your eLearning assessments, copy the url for the link above, and insert it as a Web Link in eLearning.
- LockDown Browser Instructor Quick Guide
- LockDown Browser Student Quick Guide
More information about LockDown Browser is available on the LockDown Browser website.
- LockDown Browser Student Instructions
SnagIt is a screen capture program that enables you to to capture content on your screen including specific windows, user-specified regions, and scrolling windows (browsers). Once content is captured, users can edit and highlight content using a variety of draw tools.
SnagIt Download and License Information
- Click here to download the trial version of SnagIt.
- For licensing information, email email@example.com.
More information about SnagIt is available on the SnagIt website.
Qualtrics (Survey Creation Tool)
Qualtrics is a powerful, easy-to-use survey creation tool that UT Dallas has a site license for. Qualtrics is accessible from any computer -- on-campus or off -- by logging into the UT Dallas Qualtrics website and logging in using your NetID and password.
Qualtrics Account Types
There are two types of accounts for Qualtrics users at UT Dallas:
- Standard/Basic Account
Immediately available to any UTD faculty, staff, or student who has an active NetID. There are some limitations:
- Total Allowed Surveys: 20
- Allowed Active Surveys: 10
- Allowed Responses: 2,500
- Allowed Outgoing Emails: 2,500
- Upgraded Account
Available upon request. Please send upgrade request and justification to the eLearning Director, Darren Crone.
- Unlimited access
- Access to UT Dallas branded template
Part of our agreement with Qualtrics is access to online training. Simply visit the Qualtrics University website and check out online tutorials, sign up for a webinar, or just look around at the various help documents.
- Standard/Basic Account
Blackboard Collaborate Ultra (Web Conferencing)
Blackboard Collaborate Ultra is a web conferencing software that is available to all faculty, staff and students. Bb Collaborate Ultra is integrated with UTD’s Learning Management System (eLearning). Conferences need to be setup within a course or organization in eLearning. However attendees do not need to login to eLearning to participate. The host can also invite guests (those without a UTD account) can participate as well.
Helpful Links for EVERYONE
Helpful Links for MODERATORS
- Getting Started for Moderators
- User Guide for Moderators
- Glossary of Tools found in Collaborate Ultra
- Accessibility Guide
- Telephony for Moderators
Tool-Specific Videos for MODERATORS
- User Interface in Collaborate Ultra
- Session Settings
- Private Chat
- Breakout Groups
- Sharing PowerPoint Files
- Conducting a Poll
Helpful Links for PARTICIPANTS
- Participant Orientation (video)
- Getting Started for Participants
- Participant's Guide
- Accessibility Guide
- Calling into a Session
For assistance scheduling a web conference, or to request training on this software, please contact firstname.lastname@example.org.
WebEx (Webconferencing software)
WebEx information is available on the Office of Information Technology.
Microsoft Office 365 (Login required)
Microsoft Office 365 is available through Office of Information Technology.
Turnitin is a plagiarism prevention system which is used by hundreds of institutions worldwide, and the list of schools using Turnitin.com is growing every day. It is the world's most widely recognized and trusted resource for helping prevent Internet plagiarism.
Using Turnitin with eLearning
Turnitin can be used inside eLearning without creating a Turnitin account. (Instructions)
Using Turnitin without eLearning
If you choose to use Turnitin outside of eLearning, please follow the instructions below to request your account and login.
- The first time you log in at: http://turnitin.com.
- Select: user login
- Select: new user
- Enter your UT Dallas email address
- Enter a password of your choosing (it must have at least one alpha and one numeric character)
- Enter information in the personal data sheet, use your UT Dallas email and your personal password.
- When asked to join an account, the UT Dallas account number is 14728
- Account password: Email Judicial Affairs for password - email@example.com
- You will be assigned a digital ID.
Turnitin.com Login Information
- From there follow the prompt screens to establish a class site and submit papers.
- Reports are generated in 24 hours.
- You must log on to check the report.
- There is an on line help site and email for questions.
- Detailed instructions for faculty and students are available to download.
To request for training workshop on Turnitin, please email firstname.lastname@example.org.
Respondus is a third-party software solution that allows you to quickly add test questions to eLearning. The internal quiz generator that eLearning provides is less intuitive which requires more learning time and patience. Respondus also allows you to easily publish tests from test banks aligned with many popular text books.
Respondus Download and Login Information
- Download Respondus from the Software and Resources folder in the eLearning Faculty Forum.
- For Licensing Information, email email@example.com.
More information about Repondus is available on the Respondus website.
Tips and Outside Resources
- Blackboard Exemplary Course Project
Courses that model best practices in course design, interaction and collaboration, assessment and evaluation, meaningful technology use, and learner support. Check out the Exemplary Course Rubric which can be used as a guideline in developing and evaluating your online courses.
- "e-cheating: Combating a 21st Century Problem"
Tips on combating plagiarism from the T.H.E Journal.
- Hot Potatoes
Free software that easily create self-graded interactive quizzes and exercises.
Merlot Educational Resource for Learning and Online Teaching
Incredible site with lots of free interactive exercises for business/accounting courses
- NEA - Understanding Universal Design in the Classroom
- NEA - Guide to Teaching Online Courses
- Blackboard Exemplary Course Project
- Plugins Used in Online Courses
The UTD eLearning team now offers instructional design consulting! Are you overwhelmed with putting your course materials in eLearning? Do you want ideas on how to make your course or a section of your course more engaging? Are you trying to incorporate new teaching or learning ideas or technologies into your course? We can help! Email us at firstname.lastname@example.org to make an appointment.
- Akbulut, Y. Implications of Two Well-Known Models for Instructional Designers in Distance Education: Dick-Carey versus Morrison-Ross-Kemp (No. ED496543).
- Bonk, C. J., & Zhang, K. (2006). Introducing the R2D2 Model: Online Learning for the Diverse Learners of This World. Distance Education, 27(2), 249-264.
- Boone, R., & Higgins, K. (2007). New Directions in Research: The Role of Instructional Design in Assistive Technology Research and Development. Reading Research Quarterly, 42(1), 135-140.
- Carr-Chellman, A. A. (2006). Where Do Educational Technologists Really Publish? An Examination of Successful Emerging Scholars Publication Outlets. British Journal of Educational Technology, 37(1), 5-15.
- Cho, M.-H., & Association for Educational Communications and Technology Washington DC. The Effects of Design Strategies for Promoting Students' Self-Regulated Learning Skills on Students' Self-Regulation and Achievements in Online Learning Environments (No. ED485062).
- Concannon, F., Flynn, A., & Campbell, M. (2005). What Campus-Based Students Think about the Quality and Benefits of E-Learning. British Journal of Educational Technology, 36(3), 501-512.
- Conceicao, S. C. O. Faculty Lived Experiences in the Online Environment. Adult Education Quarterly: A Journal of Research and Theory, 57(1), 26-45.
- Cook, M. D., Wiedenhoeft, M. H., Polito, T. A., Gibson, L. R., Pogranichniy, S., & Mullen, R. E. Using Outcomes Assessment to Change Classroom Instruction. Journal of Natural Resources and Life Sciences Education, 35, 42-47.
- Denton, J. W., Kleist, V. F., & Surendra, N. (2005). Curriculum and Course Design: A New Approach Using Quality Function Deployment. Journal of Education for Business, 81(2), 111.
- Falconer, I., & Littlejohn, A. (2007). Designing for Blended Learning, Sharing and Reuse. Journal of Further and Higher Education, 31(1), 41-52.
- Faryadi, Q. Instructional Design Models: What a Revolution! (No. ED495711).
- Fjallbrant, N., Levy, P., & Pasanen-Tuomainen, I. DEDICATE: A Networked Professional Development Project in Information Literacy and User Education (No. ED453798).
- Goldberg, A. (2005). Exploring Instructional Design Issues with Web-Enhanced Courses: What Do Faculty Need in Order to Present Materials On-Line and What Should They Consider When Doing So? Journal of Interactive Online Learning 3(1), 40-52. http://www.ncolr.org/jiol/issues/PDF/4.1.3.pdf
- Gunawardena, C. N., Ortegano-Layne, L., Carabajal, K., Frechette, C., Lindemann, K., & Jennings, B. (2006). New Model, New Strategies: Instructional Design for Building Online Wisdom Communities. Distance Education, 27(2), 217-232.
- Hinton, S. Multicultural Education Online for Graduate Teachers: Some Challenges (No. ED495857).
- Hodges, C. B. Lessons Learned from a First Instructional Design Experience. International Journal of Instructional Media, 33(4), 397-403.
- Hoogveld, A. W. M., Paas, F., & Jochems, W. M. G. (2005). Training Higher Education Teachers for Instructional Design of Competency-Based Education: Product-Oriented Versus Process-Oriented Worked Examples. Teaching and Teacher Education: An International Journal of Research and Studies, 21(3), 287-297.
- Hosie, P., & Schibeci, R. (2005). Checklist and Context-Bound Evaluations of Online Learning in Higher Education. British Journal of Educational Technology, 36(5), 881-895.
- Huang, H.-M., & Liaw, S.-S. (2004). Guiding Distance Educators in Building Web-Based Instructions. International Journal of Instructional Media, 31(2), 125.
- Hung, W.-C., & Chao, C.-A. (2007). Integrating Advance Organizers and Multidimensional Information Display in Electronic Performance Support Systems. Innovations in Education & Teaching International, 44(2), 181-198.
- Irlbeck, S., Kays, E., Jones, D., & Sims, R. (2006). The Phoenix Rising: Emergent Models of Instructional Design. Distance Education, 27(2), 171-185.
- Johnson, J. (2004). Universal Instructional Design and Critical (Communication) Pedagogy: Strategies for Voice, Inclusion, and Social Justice/Change. Equity and Excellence in Education, 37(2), 145-153.
- Jonassen, D. H. (2006). On the Role of Concepts in Learning and Instructional Design. Educational Technology Research and Development, 54(2), 177-196.
- Justice, C., Rice, J., Warry, W., Inglis, S., Miller, S., & Sammon, S. (2007). Inquiry in Higher Education: Reflections and Directions on Course Design and Teaching Methods. Innovative Higher Education, 31(4), 201-214.
- Keller, C. (2005). Virtual Learning Environments: Three Implementation Perspectives. Learning, Media & Technology, 30(3), 299-311.
- Kidney, G., Cummings, L., & Boehm, A. (2007). Toward a Quality Assurance Approach to E-Learning Courses. International Journal on E-Learning, 6(1), 17-30.
- King-Sears, M. E. (2007). Designing and Delivering Learning Center Instruction. Intervention in School and Clinic, 42(3), 137-147.
- Koh, M. H., Branch, R. M., & Association for Educational Communications and Technology Washington DC. Online Learning Environments: A Report of an Instructional Design Case Event (No. ED485156).
- Koszalka, T. A., & Ganesan, R. (2004). Designing Online Courses: A Taxonomy to Guide Strategic Use of Features Available in Course Management Systems (CMS) in Distance Education. Distance Education, 25(2), 243-256.
- Livingstone, D., & Kemp, J. Proceedings of the Second Life Education Workshop, Part of the Second Life Community Convention (1st, San Francisco, California, August 18-20, 2006) (No. ED493670).
- McGuire, J. M., Scott, S. S., & Shaw, S. F. (2006). Universal Design and Its Applications in Educational Environments. Remedial and Special Education, 27(3), 166-175.
- Merrill, H. S. (2004). Best Practices for Online Facilitation. Adult Learning, 14(2), 13.
- Milheim, K. L. (2004). Strategies for Designing On-Line Courseware. International Journal of Instructional Media, 31(3), 267.
- Mimirinis, M., & Bhattacharya, M. (2007). Design of Virtual Learning Environments for Deep Learning. Journal of Interactive Learning Research, 18(1), 55-64.
- Moisey, S. D., Ally, M., & Spencer, B. Factors Affecting the Development and Use of Learning Objects. American Journal of Distance Education, 20(3), 143-161.
- Mor, Y., & Winters, N. (2007). Design Approaches in Technology-Enhanced Learning. Interactive Learning Environments, 15(1), 61-75.
- Nugent, G., Soh, L.-K., & Samal, A. Design, Development, and Validation of Learning Objects. Journal of Educational Technology Systems, 34(3), 271-281.
- Peters, M. H., Kethley, R. B., & Bullington, K. (2005). Course Design Using the House of Quality. Journal of Education for Business, 80(6), 309.
- Sorensen, E. K., & Murchu, D. O. (2004). Designing Online Learning Communities of Practice: A Democratic Perspective. Journal of Educational Media, 29(3), 189-200.
- Stubbs, M., Martin, I., & Endlar, L. (2006). The Structuration of Blended Learning: Putting Holistic Design Principles into Practice. British Journal of Educational Technology, 37(2), 163-175.
- Sun, P.-C., & Cheng, H. K. (2007). The Design of Instructional Multimedia in E-Learning: A Media Richness Theory-Based Approach. Computers & Education, 49(3), 662-676.
- The Blended Librarian: John D. Shankl Center for Learning Technologies, Penn State Berks Lehigh Valley College. (2005). Library Journal, 130(5), S19.
- Wang, M. (2007). Designing Online Courses that Effectively Engage Learners from Diverse Cultural Backgrounds. British Journal of Educational Technology, 38(2), 294-311.
- Wingfield, S. S., & Black, G. S. (2005). Active versus Passive Course Designs: The Impact on Student Outcomes. Journal of Education for Business, 81(2), 119.
- Xu, H., & Morris, L. V. (2007). Collaborative Course Development for Online Courses. Innovative Higher Education, 32(1), 35-47.
- Yelon, S. (2006). Face-to-Face or Online?: Choosing the Medium in Blended Training. Performance Improvement, 45(3), 22-26.
- Yoon, F. S., Ho, J., & Hedberg, J. G. (2006). Teachers as Designers of Learning Environments. Computers in the Schools, 22(3/4), 145-157.
- Zhang, K., & Carr-Chellman, A. A. Courseware Copyright: Whose Rights Are Right? Journal of Educational Computing Research, 34(2), 173-186.
This is a growing respository of pedagogical resources. We will continue to add links, articles, and documents about the best practices of teaching online and hybrid courses. If you would like to recommend resources for this page, please email the link or citation to email@example.com.
- Theory and Practice of Online Learning- eds. Terry Anderson & Fathi Elloumi
- Making Sense of Learning Specifications & Standards: A Decision Maker's Guide to their Adoption 2nd Edition
- Angeli, C. (2005). Transforming a Teacher Education Method Course through Technology: Effects on Preservice Teachers' Technology Competency. Computers and Education, 45(4), 383-398.
- Becker, K. (2007). Digital Game-Based Learning Once Removed: Teaching Teachers. British Journal of Educational Technology, 38(3), 478-488.
- Coffey, J. W. (2007). A Meta-Cognitive Tool for Courseware Development, Maintenance, and Reuse. Computers and Education, 48(4), 548-566.
- Jereb, E., & Smitek, B. (2006). Applying Multimedia Instruction in E-Learning. Innovations in Education & Teaching International, 43(1), 15-27.
- Keller, J. M., & Suzuki, K. (2004). Learner Motivation and E-Learning Design: A Multinationally Validated Process. Journal of Educational Media, 29(3), 229-239.
- Kim, K.-J., & Association for Educational Communications and Technology Washington DC. Motivational Influences in Self-Directed Online Learning Environments: A Qualitative Case Study (No. ED485041).
- Liaw, S.-S. (2004). Considerations for Developing Constructivist Web-Based Learning. International Journal of Instructional Media, 31(3), 309.
- McKenney, S. (2005). Technology for Curriculum and Teacher Development: Software to Help Educators Learn While Designing Teacher Guides. Journal of Research on Technology in Education, 38(2), 167-190.
- Passerini, K. (2007). Performance and Behavioral Outcomes in Technology-Supported Learning: The Role of Interactive Multimedia. Journal of Educational Multimedia and Hypermedia, 16(2), 183-211.
- Potts, D. (2005). "Pedagogy, Purpose, and the Second Language Learner in On-Line Communities". Canadian Modern Language Review, 62(1), 137-160.
- Saito, H., & Miwa, K. (2007). Construction of a Learning Environment Supporting Learners' Reflection: A Case of Information Seeking on the Web. Computers & Education, 49(2), 214-229.
- Skylar, A. A., Higgins, K., Boone, R., & Jones, P. (2005). Distance Education: An Exploration of Alternative Methods and Types of Instructional Media in Teacher Education. Journal of Special Education Technology, 20(3), 25-33.
- Smith, C. F., Schneider, G. F., Kontos, G., Kuzat, H., Janossy, J., Thurmond, K., et al. Engaging the Learner. Annual Instructional Technology Conference (12th, Murfreesboro, Tennessee, April 1-3, 2007) (No. ED496202).
- Yoshimoto, K., Inenaga, Y., & Yamada, H. (2007). Pedagogy and Andragogy in Higher Education--A Comparison between Germany, the UK and Japan. European Journal of Education, 42(1), 75-98.
Clickers (Polling Software by Turning Point Technologies)
What are Clickers?
Clickers are the common term for Student Response System (SRS), a technology used to promote active learning in classrooms. The technology allows a presenter to collect responses from a group of people on a question/ survey or topic. Responses are collected in real time, instantly tabulated and the presenter can display the summary back to the audience.
Clickers are used in the television industry, in game shows, and in corporations as conference/meeting utility. In recent years, this technology has gained increasing popularity in classrooms, because research found it had a measurable impact on students in several areas, such as attendance, enthusiasm, attentiveness, and confidence in participating in classroom activities. It was found to promote active learning, and stimulated discussion and collaboration among students.
UTD's Official Choice
At UT Dallas, the recommended clicker solution is “Turning Point Cloud”. This software is provided by Turning Technologies, an Ohio based company. Turning Point Cloud was pilot tested for classroom use by UT Dallas faculty and students.
The company and software have been vetted by UT Dallas Info Sec and found to be compatible with FERPA and UTD’s data security standards. The software can be used with or without mobile devices. Polling results can be integrated with the Grade Center in eLearning.
Faculty Users Click Here Student Users Click Here
The use of clickers and the choice of software is entirely the faculty's decision.
There are many clicker solutions available in the market. When it comes to functionality, they are almost at par with each other. Not so for cost. Some software are low to zero cost. However it's important to remember that data security is rarely free. A low-cost or free software used for academic purposes may present a risk of data security from FERPA point of view.
Faculty who choose Turning Point Cloud must note that this software involves an additional cost to the student outside of the course tuition. For Turning Point Cloud, students would need to purchase a Turning License (and an RFLCD clicker, if applicable). The cost of these items is not included in the tuition. Please consider before opting for the software.
Training Materials and Handouts
The eLearning Team provides training to University faculty and staff on educational technology tools that can help better engage students and members of the University community.
How to Register
To view available dates and register, please LOG INTO GALAXY > look for LEO (Learning and Education Organizer) > click on “Find Available Training” > Search by “Course Name” or by “Training Department.
If no dates are available or if you would like a one-to-one session, please fill out the SPECIAL TRAINING REQUEST FORM.
We also conduct customized workshops for departments/ groups. To request a session, please fill out the SPECIAL TRAINING REQUEST FORM and select “Group Training”.
Workshops covering the Learning Management System (eLearning/ Blackboard 9.1)
- Getting Started with eLearning: This workshop covers the basic overview of eLearning. This includes system interface and navigation, control panel overview, adding and organizing content, student communication tools, and a first look at the Grade Center.
- Student Engagement Tools: This workshop explores student engagement tools within eLearning such as Discussion Board, Blogs, Journals and Wikis. Participants will learn the unique features of these tools, how to effectively set up these tools for students, as well as how to grade and provide feedback to students for submitted work.
- Groups: This workshop covers the Groups Tool in eLearning, which allows students to collaborate in small groups, and present work. Participants will learn about types of groups, ways to set up groups, assigning work to groups, and grading group work.
- Intro to Blackboard Collaborate: This interactive online workshop introduces users to the web conferencing tool Blackboard Collaborate that is available within eLearning. Topics include program overview and navigation, displaying content, managing participants, recording sessions, and other features. This is a web conference conducted in Blackboard Collaborate. It is not at a physical location. Upon signing up you will receive instructions from us on how to join the session.
- Online Tests: This workshop demonstrates how to create and deploy a self-graded Test in eLearning. Participants will learn the use of Question Pools and random selection of questions for high-stakes tests. The workshop also includes an introduction to the Respondus LockDown Browser tool for test administration. Participants will also learn best practices for Online Proctored Exams.
- Assignments & Rubrics: This workshop covers the Assignments & Rubrics Tool in eLearning. Participants will learn how to create, view, grade assignments, and provide feedback to students. Participants will also learn how to create effective Rubrics, and associate them with assignments.
- Intro to Turnitin Assignments: This workshop provides an overview of Turnitin, which is the plagiarism-detection software used at UTD. Participants will learn how to create Turnitin assignments, how to submit assignments from the students' perspective, and how to review and analyze the Originality Report generated by Turnitin.
- Grade Center: This workshop provides a comprehensive overview of the Grade Center tool in eLearning. Participants will learn basic functionality like creating columns, editing grades and releasing grades to students. We will also cover advanced functionality such as creating calculated grades, working offline and importing grades into eLearning.
- Intro to eLearning Organizations: This workshop provides an overview of organizations, which is the non-academic side of eLearning. Participants will learn the key differences between organizations and academic courses. We will also discuss how to plan and design an organization based on its purpose, and how to effectively manage contents and users within the organization.
Workshops covering other Educational Technology Tools
- Intro to Qualtrics: This workshop introduces Qualtrics, a survey software to collect feedback from large audience groups which the University has made available to all users. In this workshop participants will learn how to create edit and distribute surveys and view results.
- Intro to WebEx: This workshop introduces WebEx, a web conferencing tool provided by the university to all faculty staff and students. Participants will learn how to navigate the program, create and manage meetings, display content, manage participants, record meeting, and use the WebEx Dashboard. This is a web conference conducted via WebEx. It is not at a physical location. Upon signing up you will receive a WebEx invitation from us with further instructions on how to join the session.
- Intro to Respondus: This workshop demonstrates the use of Respondus, which is a third party software to create question banks and import them into eLearning. Participants will learn how to format question lists for Respondus use, how to import questions, review questions, and publish questions to an eLearning course.
- Intro to Clickers: This workshop demonstrates the use of Turning Point Polling, offered by Turning Technologies. This software is used to conduct classroom polls and generate real-time results. During the workshop, participants will learn how to create question lists, conduct polls, and view results.
Tutorials and Handouts
For additional information, please email firstname.lastname@example.org with the subject: "Training".
Online Course Development Documents
- Online/Blended Course Syllabus Template (for online/blended courses ONLY) - docx
- New Course Development Timeline - pdf
- Course Update Timeline - pdf
- Module Outline - dot
- Course Materials "To Do" List - pdf
- Track 3 Online Course Update Check List - pdf
- Online Course Peer Review Form - docx
- Online Teaching Handbook - pdf
- Online or Hybrid Course Request Form - pdf
- Principles of Good Practice Form - docx
- Principles of Good Practice Signature Page - pdf
Copyright & Intellectual Property
- Copyright on Campus
- Copyright Clearance Center
- Intellectual Property Resources
- Information about Intellectual Property in Higher Education from Indiana University - Purdue University, Indianapolis
- Intellectual Property Forum
- Library of Congress - Copyright Legislation
- NEA - Intellectual Property
- TEACH Act
- TEACH Act FAQ
- US Copyright Office
- UT Crash Course in Copyright
- UT System Intellectual Property
- UTD Library Copyright policy
- Designing Courses for Accessibility
Distance Learning Organizations
- Association for Educational Communications and Technology (AECT)
- United States Distance Learning Association (USDLA)
- Texas Distance Learning Association (TXDLA)
- Learning From Media: Arguments, Analysis and Evidence by Richard Clark
- Educational Computing Foundations by Michael R. Simonson and Ann Thompson
- Classic Writings on Instructional Technology: by Donald P. Ely and Tjeerd Plomp
- E-Learning Companion: A Student's Guide to Online Success by Ryan Watkins and Michael Corry
- Teaching and Learning at a Distance: Foundations of Distance Education (2nd Edition) by Michael Simonson, Sharon E. Smaldino, Michael Albright and Susan Zvacek
- Foundations of Distance Education (Routledge Studies in Distance Education) by Desmond Keegan
- Toward the Virtual University: International Online Perspectives (Perspectives in Instructional Technology and Distance Learning) by Steve Wheeler, Mihai Jalobeanu, Nicolae Nistor (editor) and Susan English (editor)
- Distance Education: Definition and Glossary of Terms by Lee Ayers-Schlosser
- Instructional Technology and Media for Learning (8th edition) by Sharon E. Smaldino, James D. Russell, Robert Heinich and Michael Molenda
- Lessons from the Cyberspace Classroom: The Realities of Online Teaching (Jossey-Bass Higher and Adult Ed Series) by Rena M. Palloff and Keith Pratt
- Facilitating Online Learning: Effective Strategies for Moderators by George Collison
- Teaching Online: A Practical Guide by Susan Schor Ko and Steve Rossen
- 147 Practical Tips For Teaching Online Groups: Essentials of Web-Based Education by Donald E. Hanna
The Dick, Carey and Carey Model
The Dick, Carey and Carey model is a guide for sound instructional design.
1. Assess needs to identify goals:
Conduct a needs assessment and determine what you want learners to be able to do when they have completed the instruction.
2. Conduct instructional analysis:
Determine each instructional step and sub-step that will be used to assist the learner reach the predetermined goal.
3. Analyze learners and context:
Analyze learners' skills, preferences/attitudes, characteristics of the instructional setting and the setting in which the skills will eventually be used.
4. Write performance objectives:
Write specific statements about what learners will be able to do when they complete the instruction. This should be done at the course level, module level and topic level.
5. Develop assessment instruments:
Develop assessment to measure learner's ability to perform what is described in the objectives.
6. Develop instructional strategy:
Strategy could include preinstructional activities, presentation of information, practice and feedback, testing and follow-through activities. The choice of strategy is dependent on current knowledge of learning research, learning process, content and learners.
7. Develop and select instructional materials:
Choose existing materials or develop new materials, which typically include a textbook, instructional materials, tests and instructor's guide.
8. Design and conduct formative evaluation:
Find out what your students thought of your course. In addition to the UT Dallas student survey completed at the end of the semester, solicit informal feedback.
9. Revise instruction:
Determine and eliminate barriers students may have had achieving the learning objectives. Refine instructional materials and techniques.
10. Conduct summative evaluation:
Instructional designers review the course materials, student critiques and instructor feedback on the course. Recommendations are made for course improvement.
Top 10 Course Design Considerations
1. Design, develop or choose an existing interface.
The course interface should be user-friendly, intuitive for the learner and accommodating to a variety of learning styles.
- Find out your learning style.
- Learning styles inventory.
2. Chunk content.
Present your content in smaller chunks. Try 10 to 15 minute lectures and then vary the strategy (have students do an exercise and respond to a discussion question on the bulletin board).
3. Organize content visually.
Use intuitive icons, readable text formatted for computer display, color, pictures, animations and charts.
4. Use interactive teaching and learning strategies.
Include interaction with instructor, other students, the content and media. Use panel discussions, role-play, small group brainstorming and reporting, student presentations and virtual teams.
5. Get some technology training.
Before teaching online, give students an orientation to the online tools or provide an online tutorial for using the online tools.
6. Include communication tools such as bulletin boards, chat rooms and white boards.
The instructor's role should include being a facilitator. Assign students to teams, pick group leaders to coordinate exercises and guide discussions.
7. Consider student-centered approaches and self-directed learning strategies.
Identify the students' level of self-directed autonomy (dependence, interest, involvement and self-direction), serve as a motivator and guide and attempt to move them to the next level (e.g., from interested to involved).
8. Use authentic assessment strategies such as papers, projects and portfolios along with traditional assessment measures.
Typical objective tests have one right answer. Authentic assessment strategies include the coordination and integration of many aspects of knowledge and skills including critical thinking ability. Students should be given assignments and assessments that require them to use their knowledge to identify and address enduring and emerging issues and problems in their disciplines.2
9. Build rapport with the learners. Distance learners often feel isolated.
Use streaming media to retain the "live" presentation in a classroom. Encourage student discussion on the bulletin board. Respond to students on the bulletin board along with encouraging students to respond to other students' questions. Put students in small discussion groups or teams to brainstorm or create a solution to a problem.
10. Provide appropriate infrastructure for learning.
Students must have access to libraries and other resources online. Admissions, registration and technical support must be user-friendly. Quick resolution of technical issues is very important. Institutional strategic vision and administrative support is required.
- Content on this page is a summary of key ideas in the paper, "Let's Consider the Learner! Top 10 Course Design Considerations," by Kim Dooley, Lance Richards and James Lindner of Texas A & M University, 2002 Distance Education Conference Proceedings, Center for Distance Learning Research.
- Huba, M.E. and Freed, J.E. (2002). "Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning." Boston, MA: Allyn and Bacon.
Estimated Time It Takes To Develop Materials
Activity Number of materials Estimated Time for each Total time Syllabus 1 4 hours 4 hours Development of learning objectives 30 10 min 5 hours Textbook selection 1 1 hour 1 hour 20-minute lecture 18 4 hours 72 hours 20-minute preproduced video 3 1 hour 3 hours Assignment 3 4 hours 12 hours Test 2 4 hours 8 hours Self quiz 10 30 min 5 hours Development of discussion board questions 10 5 min 1 hour Review materials 68 - 13 hours Upload materials 68 - 5 hours Total 128.5 hours
Methods of Instructional Delivery
- The Dick, Carey and Carey Model
- UTD Office of AccessAbility
- W3C Guidelines
- Americans With Disabilities Act
- Section 508 of the Rehabilitation Act
- Ask students to provide you with a writing sample early in the course.
- Ask students to provide an introduction and describe their background and interests in the course.
- Explain in the course syllabus that UT Dallas professors can use Turnitin (See software section above), an Internet plagiarism resource for faculty.
- Explain in detail what plagiarism is, what an "original" paper is and how to write a research paper.
- Contact Dean of Students Office if you have any questions.
- Social Networking Resources