Faculty Technology Workshop
June 15, 2000
[9:00-9:30]   [9:30-10:30]   [10:45-12:00]  [1:00-4:00] [Resources]  [Questions?]

8:30-9:00
Coffee and general conversation

9:00-9:30
Introduction: 
How technology is used by faculty to enhance learning at Drew University
The role of technology at Drew (General, technology initiative, college identity).
In-class resources
. .   Presentations software (slide show program)
..    Web resources (and links from on-line syllabi and department webpages)
..    Networked classrooms and labs (a limited number)
..    Traditional technology (multimedia--all classrooms have tv, video, and projector)
..    Sharing papers and resources via the network (modified k:/ drive)
Out-of class resources
. .   On-line syllabi (accessible from on-line list of course web pages)
. .   Campus network (k:\ drive)
. .   Web resources (accessed from the syllabus or resource pages)
. .   Electronic mail (and class mailing lists)
. .   On-line resources (readings, etc. saved on the k:/ drive)
9:30-10:30
The Internet and the ways it can be used in the classroom
First things first: 
.    The Internet as support for pedagogy not replacement.
.    Course goals and philosophy (what you want to achieve in the course).
.    How technology can help you achieve these things.
How technology can be used by faculty to enhance learning
   In-class resources
..    Presentations software
. .    Web resources (and links from on-line syllabus)
. .    Traditional technology (video, etc.)
. .    Writing workshops, editing paper, etc.
   Out-of class resources
. .    On-line syllabi
. .    Campus/local network 
. .    Web resources
. .    Electronic mail
. .    On-line resources (readings, etc.)
Integrating reading material with technology . 
. .    Standard textbooks (with web resources)
.      On-line readings
. .    Additional web resources 1: material related to the course topic
. .    Additional web resources 2: handbooks, style guides, etc.
. .    Additional web resources 3: newspapers, journals, Public Radio, etc. 

10:30-10:45
Break

10:45-12:00
The essentials of developing an on-line syllabus
The role of the syllabus in the course
..   The syllabus as contract 
..   The syllabus as pedagogical tool
..   The syllabus as dynamic component of the course
Features of a successful on-line syllabus
..   Dynamic rather than static layout.
..   Clarity.
..   Interactivity.
Additional benefits of the on-line syllabus
.   Working with Learning Disabled students (handout on working with LD students)
.   Working with second language speakers
.   Working with non-traditional students
Sample on-line syllabi
.    "Laminated syllabus" (syllabus is posted on the web but contains no links)
.   Formatted "laminated syllabus" (syllabus formatted for web, but contains no links)
.   Limited "dynamic syllabus" (some links)
.   Fuller "dynamic syllabus" (links to additional resources, documents, and websites)
 .  "Dynamic syllabus" 1: colors and very many links (syllabus as integral part of course)
 .  "Dynamic syllabus" 2: links to course material (syllabus as integral part of course)
 .  "Dynamic syllabus" 3: links and explanations  (syllabus as integral part of course)
.    "Dynamic syllabus" 4: too many links, loads slowly, labor-intensive (great links...)
.Sample course pages 
. .  Image gateway (course page as gateway only)
.    Text and links  (course page as gateway only)
.. . Boxes (course page as gateway only)
.. . Text and Boxes with icons (course page as gateway--are the icons too much?)
.. . Creative List design [WMST 111] (course page as resource--multiple resources on syllabus)
.    List and other information (course page as resource)
. .  Simple all-in-one class page and syllabus (one page, course page as resource)
.. . More complex all-in-one class page and syllabus  (syllabus as integral part of course)
.. . Creative all-in-one class page & syllabus (integral part of course--see links at end)
.Sample course pages and syllabi at the "World  Lecture Hall"

12:00-1:00
Lunch

1:00-4:00
Introduction to web design I--Questions:
First questions (presentation):
.   What do you want your course page to look like? 
.  What do you want your syllabus to look like? 
.   What do you want your course page to achieve?
.   What do you want your syllabus to achieve?
Second questions (practical considerations):
.   How can your on-line course material support your pedagogy?
.   How much time do you want to spend updating the page during the semester?
.   How many of your students will have access to on-line materials at home?
.   How skilled are your students at using technology?
.   How available are technical support services for your students (and for you)?
Third  questions (what to include in your syllabus):
.   Links to/reminders of local and campus events?
.   Links to News media?
.   Links to the department?
.   Links to discipline-specific resources?
.   Links to on-line writing center (OWL) and resources?

Introduction to web design II--Hands-on session
  Mapping out a web site (story boarding).
  Using Netscape Composer to make your page 
.   Drew University on-line guide to using Composer to make web pages.
.   Transy Handout (pdf file) This really helpful guide walks you through web page
        design from a to z.  See p. 3 for a discussion of story boarding.  
.   Transy on-line guide to using Composer to make web pages #1.  Not as much detail 
        as the Drew handout--but doesn't contain Drew-specific instructions either!
.   Transy on-line guide to using Composer to make web pages #2.  Again, not as much  
        detail as the Drew handout, but has the advantage of being local.
  Making the course page (creating a web page) (using tables).
  Making the syllabus (creating a web page) (internal links--use target)..
  Making assignment pages (creating a web page).
Linking to other relevant pages. 
Saving your page and opening it later

.
Introduction to web design III--Resources for instructors
Making your course page (template)
Making your on-line syllabi (template)
(You can use another page as a template by using the "open page in Composer" command, editing the page and adding your own information, and then saving the new page.  Don't forget to ask permission before you use logos and images, though.)

On-line resources for instructors
. Drew University Academic Technology Documentation
. Family Education Rights and Privacy Act (FERPA)
. One to scare you . . .
. Publisher's websites
.  You want icons? Clip art? Backgrounds? Buttons & coordinated backgrounds? List of sites?
. Search engines and directories to help you can find your own . . .(and some tips)

Introduction to web design IV--Resources for students
Links to consider adding to your syllabus
. Writing links (MLA, APA, on-line writing centers, etc.) 
.  Links to professional sites in the field
.  Links to related web sites
..On-Line Resources for Writers
. Transy Writing Center
. Webster's On-Line Hypertext Dictionary
.  Honesty Policy (institutional or personal)--and how to avoid accidental plagiarism
.  Your office hours and other relevant details
. Library (including hours and link to collections)
. Academic Technology (including email address)
. Media links
. UC Berkeley Guide to Evaluating Web Sites (great if you want your students to search)

And if you have questions as you work on your page . . .
Send me the URL of your syllabus so I can see what you've done!

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C. Sandra Jamieson.  Drew University. June 2000.