DOCUMENT RESUME ED 437 985 JC 000 118 AUTHOR Boettcher, Judith; Conrad, Rita-Marie TITLE Faculty Guide for Moving Teaching and Learning to the Web. INSTITUTION League for Innovation in the Community Coll., Laguna Hills, CA PUB DATE 1999-00-00 NOTE 132p.; Support for the production of this publication provided by the Corporation for Research and Educational Networking (CREN). PUB TYPE Guides Classroom Teacher (052) Reports Descriptive (141) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS *College Faculty; Community Colleges; *Computer Uses in Education; Curriculum Development; Distance Education; *Educational Technology; Higher Education; *World Wide Web IDENTIFIERS *Technology Utilization ABSTRACT This book serves as a guide for faculty in using computers, the Internet and the World Wide Web as instructional tools in higher education. Chapter 1, "Introduction to the Internet and the Web for Higher Education", provides a brief history of the Internet and builds conceptual understanding of the Internet and its usefulness in education. Chapter 2, "Principles of Technology and Change to Guide our Journey to the Web," discusses principles behind technology innovation and provides key statistics. Chapter 3,"What We Know about Teaching and Learning," introduces the emerging educational environment on the Web. Chapter 4,"Envisioning, Planning and Identifying Resources," addresses general topics for faculty moving courses to the Web. Chapter 5,"Instructional Design Guidelines for Moving Courses to the Web," provides guidelines for initial course design. Chapter 6,"Steps in Developing Web Courses," presents a step-by-step process for course development. Chapter 7,"Tools and Resources for Creating Web Courses," describes five phases for moving a course to the Web. Chapter 8, "Web Course Models," provides several examples of Web courses. Chapter 9, "Creating and Sustaining Online Communities," discusses strategies for a collaborative learning environment. Chapter 10, "Issues in the Web Environment," focuses on four issues relevant to instructors. Finally, Chapter 11 provides perspectives on the future. Contains over 40 references. (RDG) Reproductions supplied by EDRS are the best that can be made from the original document. 11 FACULTY GUIDE FOR MOVING TEACHING AND LEARNING TO THE WEB PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY P. POci(fitt TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Ar. This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Judith V. Boettcher, Corporation for Research and Educational Networking 60 0 Rita-Marie Conrad, 0 Florida State University .1 League for Innovation in the Community College 1999 BEST COPY AVAILABLE 2 This monograph is published by the League for Innovation in the Community Collegeas part of its Information Technology Initiative. The League wishes to acknowledge the support of the Corporation for Research and Educational Networking (CREN) in the production of this publication. Descriptions of and contact information for CREN and the League are available at the back of this document. Additional copies of this monograph may be ordered from the League for Innovation through the League's online bookstore available at www.league.org. For other ordering options, please phone 1-949-367-2884. 3 FACULTY GUIDE FOR MOVING TEACHING AND LEARNING TO THE WEB Judith V. Boettcher, Corporation for Research and Educational Networking Rita-Marie Conrad, Florida State University League for Innovation in the Community College 1999 4 Table of Contents FACULTY GUIDE FOR MOVING TEACHING AND LEARNING To THE WEB TABLE OF CONTENTS Foreword, Carl Berger, University of Michigan Acknowledgments iii Introduction Chapter 1: An Introduction to the Internet and the Web for Higher Education 1 Chapter 2: Principles of Technology and Change to Guide Our Journey to the Web 7 Chapter 3: What We Know About Teaching and Learning 15 Chapter 4: Envisioning, Planning, and Identifying Resources 23 Chapter 5: Instructional Design Guidelines for Moving Courses to the Web 35 Chapter 6: Steps in Developing Web Courses 47 Chapter 7: Tools and Resources for Creating Web Courses 59 Chapter 8: Web Course Models 71 Chapter 9: Creating and Sustaining Online Communities 87 Chapter 10: Issues in the Web Environment 95 Chapter 11: Perspectives on the Future 109 Resources 120 About the Authors 123 About the Corporation for Research and Educational Networking (CREN) 124 5 Foreword FOREWORD How do you write a book about technologylearning can be done in many ways and from when technology is changing rapidly? How domany domains, and that learning is a creative you write a book about education when new ideasendeavor by the learner. Educators are asked of teaching and learning are emerging yearly?constantly for the best way to teach and learn as if And how do you write a book that combines thethere is really one right answer. At the same time latest in learning and teaching with the latest inour societyisgaining knowledge, having technology and keep both timeless? Boettcher andexperiences, and building attitudes (in other Conrad have done just that ...but how? words, learning) from a wide variety of tech- nologies and domains. Again, we can't match the In reality this text could have been writtenteaching style to the learner as we are constantly about teaching and learning using "the book," orlearning with a variety of teaching styles from the using "the radio," or using "the TV," or using "thevery multiple technologies we live within. Thus, overhead projector." Then again it could not. Inthis text could not be written about the most reality this text could have been written aboutcurrent or the most imagined teaching and usingtechnologyin"drillandpractice,"learning theories alone. "programmed learning," "collaborative education," or "constructivism." Yet again, it What we now have, and what Boettcher and could not. Conrad use throughout this work, is the interplay of technological concepts with teaching and The reason that text could not have beenlearning. They work with strong, cogent ideas such written is that the result would be time-bound,as the Zone of Proximal Development and the and worse, domain-bound. The book not writtenunderstanding that learning progresses in broad would have been time-bound in that technologystages with overlaps and regressions. Using the changes rapidly and the use of technology, be itWeb as a true breakthrough in interactive presen- the book or the Web, reflects not only the desire oftation, response, collaboration, and involvement, educators to use the latest technology, but also athe authors have developed a "holodeck" where very real change in working and thinking in ournew teaching and new technology will easily fit the society. Educators are constantly asked if newfabric of several time domains. It is no coincidence technology really makes a difference in learningthat the authors use the holodeck as an analogue. and teaching and they are constantly asked forThe holodeck provides timeless ideas to be tested tight, definitive studies to show that it is so. At thein new and unusual surroundings. The holodeck same time, our society has moved rapidly withallows ideas to be tried and tested with opportu- the technology such that it now permeates ournities for graceful failures as well as successes. The very economic and social fiber. It would be as ifholodeck allows scenarios to be tested that are real educators were asked to justify having books forand fanciful. students after the society had become literate though reading. Thus, this text could not be In a real way, you are about to use this text as written about even the most current or mostyour holodeck on a teaching and learning journey. imagined technology alone. You are about to embark on such a journey in your teaching and learning where you will be faced The reason that text could not have beenwith a constantly changing environment. This text written is that it would be learning and teachingcan help provide the navigational tools, a new bound. If there is one thing that we have learnedunderstanding of your own teaching and learning in the last few years in educational and psycho-environment; it can help provide you with that logical understanding, itis that teaching andadventuresome spirit that moving into the 6 - i - Foreword unknown brings.Best yet, the authors areCarl Berger is Professor of Science and Technology providing you with the grounding of the greatEducation at the University of Michigan where he also ideas of technology and the great ideas of teachingserves as Director and Academic Liaison in the Office andlearning.Youwilldiscovermultipleof the Chief Information Officer of the University. A interactive pathwaysthough constantlygraduate of the University of California, Berkeley, he expanding education worlds. I wish you anhas written over 25 books and holds two patents on exciting and challenging journey. science teaching and learning. The former Dean of Education at the University of Michigan, he has Carl Bergerresearched for over 20 years how learners have used technology to increase their knowledge, experience, and confidence. He recently received the Distinguished Contribution