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qti 0.9.18 → 0.9.19

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-<title>Teaching Modalities</title>
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-<p>Teaching an online course shares similarities with traditional classroom instruction. However, the differences require us to consider new instructional strategies to manage the unique challenges of teaching online, while taking advantage of new opportunities to engage students. Below are some of the key characteristics of each method.</p>
-<h3>Teaching in the Classroom</h3>
-<ul>
-<li>Synchronous - Students and instructors must be present at the same location and time.</li>
-<li>Instructors can use non-verbal queues (body language, eye contact) to assess student understanding and convey messages.</li>
-<li>It is easier for the instructor to establish social presence and rapport with students.</li>
-<li>Interaction is easier when everyone is at the same location.</li>
-<li>Instructors can more easily adjust a lesson on the fly to meet the need of the students.</li>
-</ul>
-<h3>Teaching Online</h3>
-<ul>
-<li>Asynchronous - Students can learn and instructors can teach at different times from any location with a computer and Internet access.</li>
-<li>Teaching online requires more pre-planning than teaching in the classroom.</li>
-<li>Online courses can accommodate larger groups of students, if appropriate for the subject matter, and are not limited by physical space.</li>
-<li>Shy students are more willing to participate in online discussions than in face-to-face discussions.</li>
-<li>Discussions are not limited by the class meeting time.</li>
-<li>Interaction can be a challenge.</li>
-<li>Student's self organization and motivation may be a challenge.</li>
-</ul><p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
-<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course created by Sue Bauer, John Raible, and Jessica Tojo. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
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-<title>Techrangers and Accessibility</title>
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-<p><span style="background-color: #ffff00;">&lt;&lt;Note: This content is provided as an example. The content should be updated with your department's available resources.&gt;&gt;</span></p>
-<h3>Overview</h3>
-<p><span>This module section highlights the UCF <a id="" class="" title="" href="https://techrangers.cdl.ucf.edu/" target="">Techrangers® </a>team and their support for online courses at UCF. The <a id="" class="" title="" href="https://techrangers.cdl.ucf.edu/" target="">Techrangers®</a> is a team of students at the </span><a href="https://online.ucf.edu/about" target="_blank">Center for Distributed Learning</a><span>, who provide course development for faculty and web/application development for the University of Central Florida (UCF). It is a good idea to know the team, their purpose, and when you can contact them for assistance.</span></p>
-<h3>What We Do</h3>
-<ul>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Accessibility - Ensuring that all course content that goes through CDL is accessible for students with disabilities. We are the ones who do accessibility evaluations for courses as well as make existing content accessible.</span></li>
-<li>
-<span style="font-size: 0.875rem; line-height: 1.5;"><span style="font-size: 0.875rem; line-height: 1.5;">Course Development - Implementation of the content that you, the instructor, have provided, into your course in Canvas. Also t</span></span><span style="font-size: 0.875rem; line-height: 1.5;"></span>urning HTML files into pages.</li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Application Development - We create custom interactions for use in courses as well as internal applications that help us do our jobs more efficiently. We help create Materia widgets and Obojobo learning objects.</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Training/Community Outreach - Various TechTime presentations to the community covering technology related topics.</span></li>
-<ul>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">TechTime</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Facebook:  UCFTechrangers</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Twitter:  @techrangers</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Google+:  Techrangers</span></li>
-</ul>
-</ul>
-<h3 style="text-align: center;"><img src="%24IMS-CC-FILEBASE%24/images/dbsk_bar.jpg" alt="dbsk_bar.jpg" width="59" height="13" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/dbsk_bar.jpg" data-api-returntype="File"></h3>
-<h3>Accessibility/Categories of Disabilities</h3>
-<p>This sections covers the categories of accessibility we consider and make accessible when placing materials in an online course:</p>
-<ul>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Cognitive</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Visual</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Auditory</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Motor</span></li>
-</ul>
-<h4>Cognitive</h4>
-<ul>
-<li>
-<span style="font-size: 0.875rem; line-height: 1.5;"><span style="font-size: 0.875rem; line-height: 1.5;">Dyslexia - </span></span>avoid justified text that adds weird spacing</li>
-<li>
-<span style="font-size: 0.875rem; line-height: 1.5;"><span style="font-size: 0.875rem; line-height: 1.5;">ADD - </span></span>avoid long documents, break content up when possible</li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">ADHD <span style="font-size: 0.875rem; line-height: 1.5;"><span style="font-size: 0.875rem; line-height: 1.5;">- </span></span><span>avoid long documents, break content up when possible</span></span></li>
-<li>
-<span style="font-size: 0.875rem; line-height: 1.5;"><span style="font-size: 0.875rem; line-height: 1.5;">Visual Comprehension - </span></span>avoid using unnecessary images</li>
-</ul>
-<h4>Visual</h4>
-<ul>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Blindness</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Color Blindness</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Low Vision</span></li>
-</ul>
-<p><span style="font-size: 0.875rem; line-height: 1.5;">Visibility issues can include blindness, color blindness, and low vision. </span>Students who are blind can use a screen reader, such as JAWS,  to navigate and read content from a site. We’ve run our syllabus template through JAWS and recorded it so you can get an idea of what a student who is blind would experience.</p>
-<h4>Color Blindness</h4>
-<p>Here you can see an example of good contrast and bad contrast. As you can see, the good contrast is easy to read as you can see the letters clearly against the background.</p>
-<p>The bad contrast examples are a little harder to process. However, if you were actually color blind…</p>
-<p><img src="%24IMS-CC-FILEBASE%24/images/colorblind1.png" alt="colorblind1.png" width="525" height="302" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/colorblind1.png" data-api-returntype="File"></p>
-<p>It might look like this. To make things easier on everyone, try not to use color at all in your documents. Instead, you can emphasize parts of your document by bolding or italicizing text.</p>
-<p><img src="%24IMS-CC-FILEBASE%24/images/colorblind2.png" alt="colorblind2.png" width="523" height="292" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/colorblind2.png" data-api-returntype="File"></p>
-<h4>Use of Color</h4>
-<p style="text-align: left;">Here are two examples of how you should not use color, and one example of how you can use color. Color-based emphasis will not transfer to a screen reader. The second example could present contrast issues depending on the colors. The third example, which is bolded, will work.</p>
-<table style="margin-left: auto; margin-right: auto;" border="1">
-<tbody>
-<tr>
-<td><img src="%24IMS-CC-FILEBASE%24/images/UseOfColor.png" alt="UseOfColor.png" width="441" height="294" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/UseOfColor.png" data-api-returntype="File"></td>
-</tr>
-</tbody>
-</table>
-<p style="text-align: center;"> </p>
-<h4 style="text-align: left;">Low Vision</h4>
-<p>Here is an example of an image with embedded text contrasted with text outside of the image. They both look clear at the standard magnification, but when enlarged the text within the image becomes unclear while normal text within a document maintains it’s clarity. If a portion of text is important, it should be accessible outside the image, for the users of both screen-readers and magnifiers.</p>
-<p><img style="display: block; margin-left: auto; margin-right: auto;" src="%24IMS-CC-FILEBASE%24/images/LowVision.png" alt="LowVision.png" width="495" height="323" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/LowVision.png" data-api-returntype="File"></p>
-<h4>Other Common Issues Found in Files</h4>
-<ul>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Images without ALT text</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Tables without proper headers</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Using tables for layout</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Videos and narrated PowerPoint presentations without closed captioning</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Audio without a transcript</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Improperly formatted PowerPoints and Word DOCs</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Untagged or image-based PDFs</span></li>
-</ul>
-<p style="text-align: center;"><span style="font-size: 0.875rem; line-height: 1.5;"><img src="%24IMS-CC-FILEBASE%24/images/dbsk_bar.jpg" alt="dbsk_bar.jpg" width="59" height="13" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/dbsk_bar.jpg" data-api-returntype="File"></span></p>
-<h3>Take Action - UDOIT Information</h3>
-<p><span>The Universal Design Online content Inspection Tool, or U</span><strong>DO</strong><span>IT (pronounced, “You Do It”) enables faculty to identify accessibility issues in Canvas. It will scan a course, generate a report, and provide resources on how to address common accessibility issues.</span></p>
-<p><a id="" class="" title="" href="https://online.ucf.edu/teach-online/resources/udoit/" target="_blank">Learn more: https://online.ucf.edu/teach-online/resources/udoit/</a></p>
-<h4>Course Development and Techrangers are here for you!</h4>
-<p>We always try to provide best practices and support to faculty teaching online.  If at any time you need assistance, do not hesitate to contact our team or your instructional designer. </p>
-<p>Have more complex ideas for pages? For complex page designs or interactive experiences, talk to your ID. They will help decide what is possible, and we will help make it happen!</p>
-<ul>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Pages allow for easy editing</span></li>
-<ul>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Not very flexible</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Limit interactivity</span></li>
-</ul>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">More complex ideas?</span></li>
-<ul>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Page designs</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Interactive experiences</span></li>
-<ul>
-<li>Materia</li>
-<li>Obojobo</li>
-</ul>
-</ul>
-</ul>
-<p style="padding-left: 60px;"> </p>
-<p>Please feel free to contact your instruction al designer or the <a id="" class="" title="" href="https://techrangers.cdl.ucf.edu/" target="">Techrangers® </a><span>team </span>team if you have questions or need assistance with your content. </p>
-<p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
-<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course was prepared by the <a href="http://www.ucf.edu/" target="_blank">University of Central Florida (UCF)</a>. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
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-<h3>Microsoft Word Template Files</h3>
-<p>Microsoft Word (.docx) template are available to help you create your content. These template files contain the appropriate styles and formatting listed in <span style="background-color: #ffff00;">Document Formatting Guidelines</span><strong> </strong>(heading styles, tables, lists, etc.) When you are working with these files, be careful not to overwrite the formatting. If you remove the formatting, refer to the <span style="background-color: #ffff00;">Document Formatting Guidelines</span><strong> </strong>for directions to reapply.</p>
-<h3>Webcourses@UCF Template Files</h3>
-<p>Your IDL6543 development course includes a syllabus, course expectations, course introduction, and module content template.  These are the same templates offered in Microsoft Word however the advantage is they can modified directly in Webcourses@UCF without using Microsoft Word.  The same concepts present in the Document Formatting Guidelines apply to the Webcourses@UCF templates.</p>
-<p>Once you leave IDL6543 and develop additional courses, the Webcourses@UCF template files will be available to import into your course.  Please visit ___________ for directions. </p><p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
-<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course created by Sue Bauer, John Raible, and Jessica Tojo. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
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-<title>Tools for Assessing Student Progress in <Replace - Your LMS></title>
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-<p style="color: #446f9a;"><span style="color: #000000; background-color: #ffff00;">&lt;Note: This section will need to be replaced/updated if you are not a Canvas user.&gt;</span></p>
-<h2 style="color: #446f9a;">Overview of Assessment Tools</h2>
-<p>The next few pages of this module will examine the various tools that are available to you in <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span> for assessing student progress in your online course. After reading about each of these tools, we will have you apply your assessment strategy using one or more of these tools to build an assignment for your development course. First though, it is important to understand how assignments work in <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span>.</p>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">How Assignments Work in <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span>
-</h2>
-<p>At this point in the course, you should be thinking about how you want to assess student progress in your online course.  <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span> allows you to build assignments to assess student progress.  In <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span>, an assignment is technically defined as anything that is graded (e.g., participation, research paper, graded discussion, exam or quiz). While the term "assignment" is generically used to mean anything that is graded in <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span>, there are three different tools you can use for creating them:</p>
-<ul>
-<li>
-<strong>Assignments</strong> - Used to create three types of assignments:</li>
-<ul>
-<li>Assignments that students submit online (e.g., Word documents, PowerPoint presentations, Media files, Web pages, Text, etc.)</li>
-<li>Assignments that students in mixed-mode and web-enhanced courses submit in person (e.g., Word documents, PowerPoint presentations, etc.)</li>
-<li>Assignments that do not require a submission (e.g., Participation and attendance)</li>
-</ul>
-<li>
-<strong>Discussions</strong> - Used to create online discussion spaces that will be graded</li>
-<li>
-<strong>Quizzes</strong> - Used to create multiple online quiz and exam types</li>
-</ul>
-<p> </p>
-<h4>
-<img src="%24IMS-CC-FILEBASE%24/images/icon_watchthis.jpg" alt="Watch This" width="72" height="73" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/icon_watchthis.jpg" data-api-returntype="File">Assignments Video</h4>
-<p>If you want to create any item that is graded, you can start with the Assignments tool.The following video provides a brief overview of the Assignment tool. </p>
-<ul>
-<li><a href="http://guides.instructure.com/s/2204/m/4210/l/40279-how-do-assignments-work-video">Assignments Tool Overview Video</a></li>
-</ul>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;"></h2>
-<h2 style="color: #446f9a;">Grading Assignments, Rubrics and SpeedGrader</h2>
-<p>Two features shared by all three of these tools are grading rubrics and SpeedGrader. We will take a more extensive look at grading assignments in Week 7, but for now we just want to introduce you to these two features.</p>
-<ul>
-<li>Video:</li>
-<ul>
-<li><a href="http://guides.instructure.com/s/2204/m/4210/l/40813-what-are-rubrics-in-canvas-video">Grading Rubrics Video</a></li>
-<li><a href="http://guides.instructure.com/s/2204/m/4210/l/40817-how-does-the-speedgrader-work-video">SpeedGrader Video</a></li>
-</ul>
-</ul>
-<ul>
-<li>Additional information:</li>
-<ul>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/86227-how-do-i-create-a-rubric">Using a rubric</a></li>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/55016-what-can-i-do-with-speedgrader">Using SpeedGrader</a></li>
-</ul>
-</ul>
-<p>The next three pages of this module provide more detail about each of the three tools presented above: assignments, discussions and quizzes. After exploring each of these tools, please complete the Build Your Assessment Activity.</p>
-<p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
-<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course was prepared by the <a href="http://www.ucf.edu/" target="_blank">University of Central Florida (UCF)</a>. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
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-<title>Top Ten Copyright and Fair Use Questions</title>
-<meta name="identifier" content="i3c2ff612672ccafd8353f77b8cc8a858"/>
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-<p style="text-align: left;"><span style="background-color: #ffff00;"><strong>&lt;&lt;Note: This content is provided as an example. The responses should be updated with your institution's general counsel.&gt;&gt;</strong></span></p>
-<p>Read the top ten copyright questions related to presenting content in the online environment below with answers provided by a UCF copyright expert.</p>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Video Programs</h2>
-<p><strong>I currently use a variety of video programs in my face-to-face class. I understand we can use copyrighted materials in an online course, but in reading the information provided in this class, I am still not clear on the restrictions in the use of the videos. Would you please clarify?</strong></p>
-<p>Pursuant to <cite class="normal">United States Code, Title 17, Section 110(1)</cite>, members of the University of Central Florida community may publicly display and perform the copyrighted works of other people (this includes entire works) during face-to-face teaching activities, provided you are using a legitimate copy of the work, i.e. in this case a legitimate copy of the video (which, in general, does not include one that you have videotaped yourself from a broadcast). Section 110(1) does not authorize the copying of the copyrighted work from the original medium onto another medium though, which would be necessary in utilizing these materials in an online course.</p>
-<p>For the copying of any copyrighted works, please refer to <a id="" class="" title="" href="http://policies.ucf.edu/documents/2-103.1UseOfCopyrightedMaterial.pdf" target="_blank">UCF’s Use of Copyrighted Material Policy</a>. As stated in the policy, <cite class="normal">United States Code, Title 17, Section 107</cite> sets forth a four-pronged test to determine whether an intended use of a copyrighted work is fair (i.e. the <cite class="normal">Fair Use Doctrine</cite>). Because this test is highly subjective, it is difficult to know whether your application of the test will stand up in a court of law. For that reason, UCF has chosen to adopt certain guidelines (which can be found in <a id="" class="" title="" href="http://policies.ucf.edu/documents/2-103.1UseOfCopyrightedMaterial.pdf" target="_blank">UCF’s Use of Copyrighted Material Policy</a><a href="http://policies.ucf.edu/documents/2-103.1UseOfCopyrightedMaterial.pdf" target="_blank">)</a>, which include the guidelines applicable to this inquiry, i.e. the <cite class="normal">Fair Use Guidelines for Educational Multimedia</cite>.</p>
-<p>The <a class=" instructure_scribd_file instructure_file_link" title="Fair Use Guidelines for Educational Multimedia for the UCF Library.pdf" href="%24WIKI_REFERENCE%24/pages/top-ten-copyright-and-fair-use-questions" target="_blank" data-api-endpoint="https://webcourses.ucf.edu/api/v1$WIKI_REFERENCE$/pages/top-ten-copyright-and-fair-use-questions" data-api-returntype="Page"><cite class="normal">Fair Use Guidelines for Educational Multimedia</cite> </a>apply here because, as stated in these guidelines, educators may perform and display their own educational multimedia projects for remote instruction to students enrolled in curriculum-based courses and located at remote sites, provided over the educational institution’s secure electronic network in real-time, or for after class review or directed self-study, provided there are technological limitations on access to the network and educational multimedia project (such as password or PIN) and provided further than the technology prevents the making of copies of copyrighted material.</p>
-<p>According to <cite class="normal">Fair Use Guidelines for Educational Multimedia</cite>, motion media of up to 10% or 3 minutes, whichever is less, in the aggregate of a copyrighted motion media work may be reproduced or otherwise incorporated.</p>
-<hr class="ucf_blue_threedot">
-<div class="hr" style="text-align: center;"> </div>
-<h2 style="color: #446f9a;">Should UCF employees rely on the <cite class="normal">TEACH Act</cite>?</h2>
-<p>Please note that compliance with the <cite class="normal">TEACH Act</cite>, i.e. <cite class="normal">United States Code, Title 17, Section 110(2)</cite> is <em>VOLUNTARY</em>. However, if one chooses to rely on the <cite class="normal">TEACH Act</cite>, one <em>MUST</em> follow the very stringent requirements, including extremely onerous technical requirements of the <cite class="normal">TEACH Act</cite>. Due to the extremely restrictive nature of the <cite class="normal">TEACH Act</cite>, the UCF General Counsel’s Office prefers to rely on the traditional fair use principles instead. Please review <a href="http://policies.ucf.edu/documents/2-103.1UseOfCopyrightedMaterial.pdf" target="_blank"><cite class="normal">UCF’s Use of Copyrighted Material Policy</cite> </a>(and the various guidelines set forth therein) for further information.</p>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Individual Images from Multiple Sources</h2>
-<p><strong>May I incorporate individual photographs, charts or tables in a distance learning class taken from a variety of texts and resources that I have used as part of my regular classes?</strong></p>
-<p>The reproduction or incorporation of photographs and illustrations is more difficult to define with regard to fair use because fair use usually precludes the use of an entire work.</p>
-<p>In accordance with the <a id="" class=" instructure_scribd_file instructure_file_link" title="Fair Use Guidelines for Educational Multimedia for the UCF Library.pdf" href="%24WIKI_REFERENCE%24/pages/top-ten-copyright-and-fair-use-questions" target="_blank" data-api-endpoint="https://webcourses.ucf.edu/api/v1$WIKI_REFERENCE$/pages/top-ten-copyright-and-fair-use-questions" data-api-returntype="Page">Fair Use Guidelines for Educational Multimedia</a>, which can be found in <a href="http://policies.ucf.edu/documents/2-103.1UseOfCopyrightedMaterial.pdf" target="_blank"><cite class="normal">UCF’s Use of Copyrighted Material Policy</cite>,</a> a photograph or illustration may be used in its entirety, but no more than 5 images by an artist or photographer may be reproduced or otherwise incorporated as part of an educational multimedia project. When using photographs and illustrations from a published collective work, not more than 10% or 15 images, whichever is less, may be reproduced or otherwise incorporated as part of an educational multimedia project.</p>
-<p>Up to 10% or 2500 fields or cell entries, whichever is less, from a copyrighted database or data table may be reproduced or otherwise incorporated as part of an educational multimedia project.</p>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Graphics - Attributed Sources</h2>
-<p><strong>I wish to use graphics in my online course that were copied from various websites. If the original source is given credit, is it OK to use these graphics?</strong></p>
-<p>Please note that just because something is found on the internet does not mean it is not copyright protected. Educators and students should exercise caution in using material downloaded from the internet, because there is a mix of works protected by copyright and works in the public domain on the network. Some copyrighted works may have been posted to the internet without authorization of the copyright holder. Anytime an entire work is copied, the fair use defense will be difficult to apply. Crediting the source does not change the fact that this will likely be regarded as copyright infringement. Please keep in mind that crediting the source is appropriate; however, the underlying use needs to be justified first, whether the use relies on the permission of the copyright owner or on fair use. If the underlying use is infringing, crediting the source does not rectify this.</p>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">TEACH Act and Fair Use Online</h2>
-<p><strong>The TEACH Act appears to be very restrictive. Does general Fair Use apply to the online environment?</strong></p>
-<p>Yes, general Fair Use applies to the online environment as well. As stated above, compliance with the TEACH Act, i.e. <cite class="normal">United States Code, Title 17, Section 110(2)</cite> is <em>VOLUNTARY</em>. However, if one chooses to rely on the TEACH Act, one <em>MUST</em> follow the very stringent requirements, including extremely onerous technical requirements of the TEACH Act. Due to the extremely restrictive nature of the TEACH Act, the UCF General Counsel’s Office prefers to rely on the traditional fair use principles instead. Please review <a href="http://policies.ucf.edu/documents/2-103.1UseOfCopyrightedMaterial.pdf" target="_blank"><cite class="normal">UCF’s Use of Copyrighted Material Policy</cite> </a>(and the guidelines set forth therein) for further information.</p>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Electronic Articles/Library Resources</h2>
-<p><strong>As part of the resources to support my online class, I want to provide the students access to a variety of periodical articles, electronically. If I scan an article or download it from the web and place it in my online course for access solely by students taking my class, is this permissible?</strong></p>
-<p>The copying of entire works, such as an entire article, is usually not justifiable as fair use. Per the <a id="" class=" instructure_scribd_file instructure_file_link" title="Fair Use Guidelines for Educational Multimedia for the UCF Library.pdf" href="%24WIKI_REFERENCE%24/pages/top-ten-copyright-and-fair-use-questions" target="_blank" data-api-endpoint="https://webcourses.ucf.edu/api/v1$WIKI_REFERENCE$/pages/top-ten-copyright-and-fair-use-questions" data-api-returntype="Page">Fair Use Guidelines for Educational Multimedia</a>, which are incorporated into <a href="http://policies.ucf.edu/documents/2-103.1UseOfCopyrightedMaterial.pdf" target="_blank"><cite class="normal">UCF’s Use of Copyrighted Material Policy</cite>,</a> for text material, up to 10% or 1000 words, whichever is less, in the aggregate of a copyrighted work consisting of text material may be reproduced or otherwise incorporated as part of a multimedia project. However, if the article is available through the university’s library holdings online, it would be permissible to provide the students with an online bibliography with links to these resources, making sure that on your course site you clearly indicate that the student is being taken to another site that is not part of your actual online course.</p>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Intellectual Property, Copyright and Work for Hire</h2>
-<p><strong>I am in the process of completing the creation of an online course. There has been an expectation, by the university, that I periodically publish works, which I have and for which I do hold copyright. Would I be entitled to copyright for the course I have developed?</strong></p>
-<p>Per UCF policy, the faculty member owns the intellectual content of the course but UCF owns the actual course and copyright to the course.  For example, pursuant to the <cite class="normal">UCF Collective Bargaining Agreement Article 18.3(b)</cite>, “a work that is created with the use of University Support (e.g. the use of University funds, personnel, facilities, equipment, materials, or technological information) is the property of the University…, e.g. ITV or Web-based courses developed with University resources use a team of technical support experts and faculty to develop materials and software used in the course. Accordingly, the University maintains the right of ownership to such software and materials.”</p>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Music</h2>
-<p><strong>In my face-to-face classes, I often use music, played from the original, copyrighted source, i.e., CD, tape etc., to either set a mood or to establish a feeling for a certain period of study. Would this be permissible for an online course that I am teaching this semester?</strong></p>
-<p>Per the <a id="" class=" instructure_scribd_file instructure_file_link" title="Fair Use Guidelines for Educational Multimedia for the UCF Library.pdf" href="%24WIKI_REFERENCE%24/pages/top-ten-copyright-and-fair-use-questions" target="_blank" data-api-endpoint="https://webcourses.ucf.edu/api/v1$WIKI_REFERENCE$/pages/top-ten-copyright-and-fair-use-questions" data-api-returntype="Page">Fair Use Guidelines for Educational Multimedia</a>, which are incorporated into <a href="http://policies.ucf.edu/documents/2-103.1UseOfCopyrightedMaterial.pdf" target="_blank"><cite class="normal">UCF’s Use of Copyrighted Material Policy</cite></a>, for music, lyrics, and music video, up to 10%, but in no event more than 30 seconds, of the music and lyrics from an individual musical work (or in the aggregate of extracts from an individual work), whether the musical work is embodied in copies, or audio or audiovisual works, may be reproduced or otherwise incorporated as part of an educational multimedia project.</p>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Linking to Websites</h2>
-<p><strong>In preparing an online course, I would like to provide links to course websites authored by other professors, which cover aspects of my course in more detail. Do I need to reference these sites or obtain permission from the individual professors to include in my course?</strong></p>
-<p>If your intent is to link to another professor's course site, you should first obtain permission from the professor <strong>and</strong> the professor’s institution. Although there may be some limited use of the sites permitted from a copyright perspective, these courses were designed for students enrolled in those courses. Even if you were directing students to more generic sites or sites not tied in with an online course, you should either ensure that the website has either published a policy which permits linking to the website or you should otherwise obtain prior permission since you are organizing activities around those sites.</p>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Clip Art Libraries</h2>
-<p><strong>I would like to include a number of graphic images in my class, obtained from various clip art libraries owned by the university. Since we already own such libraries, is there any problem with using the clip art on our restricted access network?</strong></p>
-<p>In general, clip art that is owned by the institution is licensed for multiple format applications and most probably may be used in various forms of presentations, including distance learning on a restricted access network. However, one should verify that the license provides no restrictions on such use. Many clip art libraries preceded the development of the Internet and online services and even though the wording in their licenses often appear to be very open ended in how the clip art may be used, one must keep in mind that reproducing the clip art digitally and transmitting that clip art adds a different dimension to the extent of publication. To be perfectly safe, obtaining clarification, from the copyright holder, concerning use of the clip art in the electronic environment, would solidify one’s position.</p>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Using Content Semester to Semester</h2>
-<p><strong>Considering the amount of time I am spending to create the course, how may I incorporate copyrighted content, yet continue to use this content semester to semester?</strong></p>
-<p>Per the <a id="" class=" instructure_scribd_file instructure_file_link" title="Fair Use Guidelines for Educational Multimedia for the UCF Library.pdf" href="%24WIKI_REFERENCE%24/pages/top-ten-copyright-and-fair-use-questions" target="_blank" data-api-endpoint="https://webcourses.ucf.edu/api/v1$WIKI_REFERENCE$/pages/top-ten-copyright-and-fair-use-questions" data-api-returntype="Page">Fair Use Guidelines for Educational Multimedia</a>, which are incorporated into <a href="http://policies.ucf.edu/documents/2-103.1UseOfCopyrightedMaterial.pdf" target="_blank"><cite class="normal">UCF’s Use of Copyrighted Material Policy</cite></a>, educators may use their educational multimedia projects created for educational purposes for a period of up to two years after the first instructional use with a class. Use beyond that time period requires permission for each copyrighted portion incorporated in the production. Also, educators should be reminded to credit the sources and display the copyright ownership information, which includes the copyright notice ©, year of first publication and name of the copyright holder. Prior to engaging in any use that exceeds the use described in the guidelines, you should obtain the prior written permission of each copyright holder of the materials you would like to use. Also, you should seek permissions (licenses) for all copyrighted works in your educational multimedia projects prior to engaging in any type of commercial use.</p>
-<p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
-<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course was prepared by the <a href="http://www.ucf.edu/" target="_blank">University of Central Florida (UCF)</a>. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
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-<p>The SpeedGrader tool is another option for grading assignments in Webcourses@UCF. SpeedGrader can be accessed from the Gradebook or from the assignment.</p>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">
-<img src="%24IMS-CC-FILEBASE%24/images/icon_watchthis.jpg" alt="Watch This" width="72" height="73" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/icon_watchthis.jpg" data-api-returntype="File">Introductory Video</h2>
-<p>The following links you to a video overview of the SpeedGrader tool:</p>
-<ul>
-<li><a href="http://guides.instructure.com/s/2204/m/4210/l/40817-how-does-the-speedgrader-work-video">SpeedGrader</a></li>
-</ul>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Accessing the SpeedGrader Tool</h2>
-<p>As mentioned above, there are two ways to access the SpeedGrader tool.  The following links show you how to access the SpeedGrader from an assignment and from the Gradebook:</p>
-<ul>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/55020-how-do-i-get-to-speedgrader-from-an-assignment-quiz-or-graded-discussion">Accessing SpeedGrader from an Assignment</a></li>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/55019-how-do-i-get-to-speedgrader-from-the-gradebook">Accessing SpeedGrader from the Gradebook</a></li>
-</ul>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">SpeedGrader Features and Uses</h2>
-<p>SpeedGrader allows you to see and score the student's submission and provide feedback from one screen. It also allows you to score based on a rubric. Furthermore, SpeedGrader interacts automatically with Turnitin.com (if you have Turnitin enabled). When enabled through the assignment set-up, the submitted document is sent automatically to Turnitin.com, scored and the results are sent automatically back to SpeedGrader for you to review. There is no need for ID's or Pin #'s.  The following links further detail these features and uses of the SpeedGrader tool:</p>
-<ul>
-<li><a href="http://guides.instructure.com/s/2204/m/8472/l/55016-what-can-i-do-with-speedgrader">Working with SpeedGrader</a></li>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/55021-how-do-i-evaluate-an-assignment-in-speedgrader">Evaluating an Assignment in SpeedGrader</a></li>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/55022-how-do-i-open-a-rubric-in-speedgrader">Opening a Rubric in SpeedGrader</a></li>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/45129-how-do-i-mute-or-unmute-an-assignment-in-speedgrader">Muting and Unmuting an Assignment</a></li>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/55023-how-do-i-leave-feedback-for-my-students-in-speedgrader">Leaving Feedback for Students</a></li>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/64431-how-does-turnitin-work-in-the-speedgrader">Turnitin and SpeedGrader</a></li>
-</ul>
-<p>We have now provided you with a basic overview on some of the features of the SpeedGrader tool. For more information on SpeedGrader, check out the <a href="http://guides.instructure.com/">Canvas Help Guides website</a> and type the word "SpeedGrader" in the <strong>Search</strong> field.</p>
-<p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
-<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course was prepared by the <a href="http://www.ucf.edu/" target="_blank">University of Central Florida (UCF)</a>. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
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-<p>The Gradebook houses all the grades for any graded assignment, discussion or quiz you create in Webcourses@UCF. While all grades can be entered from the Gradebook, it is best to use it for quick grading, grade changes, or for assignments that have no submission (e.g. attendance or participation grades). This page goes over some of the basic features and functions of the Gradebook.</p>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">
-<img src="%24IMS-CC-FILEBASE%24/images/icon_watchthis.jpg" alt="Watch This" width="72" height="73" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/icon_watchthis.jpg" data-api-returntype="File">Introductory Video</h2>
-<p>The following links you to a video on the basic features of the Webcourses@UCF Gradebook:</p>
-<ul>
-<li><a href="http://guides.instructure.com/s/2204/m/4210/l/40790-how-does-the-gradebook-work-video">Using the Gradebook</a></li>
-</ul>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Entering Grades and Leaving Comments for Students</h2>
-<p>As stated above, there are times when you will want to use the Gradebook to add grades. The following link shows you how to add grades to your Gradebook:</p>
-<ul>
-<li><a href="http://guides.instructure.com/s/2204/m/8472/l/54999-how-do-i-enter-and-edit-scores-in-the-gradebook">Entering and Editing Scores in the Gradebook</a></li>
-</ul>
-<p><strong>Note:</strong> Once you press Return (Mac) or Enter (PC), the grade is automatically saved.</p>
-<p>There may be times when you want to leave comments for your students about a grade they received. The following link shows you how to leave comments for your students from the Gradebook:</p>
-<ul>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/55000-how-do-i-leave-comments-for-students-in-the-gradebook">Leaving Comments for Students</a></li>
-</ul>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Sorting Your Gradebook Columns</h2>
-<p>The following link shows you how to sort your Gradebook columns by assignment due dates, student names, total scores, etc:</p>
-<ul>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/55008-how-do-i-sort-my-gradebook">Sorting Your Gradebook</a></li>
-</ul>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Adding Group Weights and Curving Grades</h2>
-<p>There may be times when you want to add weight to certain assignments.  For example, you may have four exams, ten homework assignments, participation and one term paper.  The Gradebook allows you to group the exams together, the homework assignments together, participation and the term paper, and then assign final grade weights to the groups.  You can assign 30% to the term paper, 40% to the Exams, 20% to the homework assignments, and 10% to participation, for example.  As you enter the grades for each assignment, the Gradebook automatically figures the percentage of final grade.</p>
-<p>Before weighing assignment groups, you must first set up the assignment groups.  The following link shows you how to set up groups from the Assignments tool:</p>
-<ul>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/41291-how-do-i-add-assignment-groups">Grouping my assignments</a></li>
-</ul>
-<p>Weights can be assigned from both the Assignments tool and the Gradebook.  Below are links for both of these options:</p>
-<ul>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/67002-how-do-i-weight-the-final-grade-based-on-assignment-groups">Adding Weights from the Assignments tool</a></li>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/55009-how-do-i-change-assignment-group-weights-in-the-gradebook">Adding Weights from the Gradebook</a></li>
-</ul>
-<p>There may also be times when you want to add curves to grades, the following link shows you how to do this:</p>
-<ul>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/55003-how-do-i-curve-grades-in-the-gradebook">Adding Curves to Grades</a></li>
-</ul>
-<p>We have now provided you with a basic overview on some of the features of your Gradebook. For more information on the Gradebook, check out the <a href="http://guides.instructure.com/">Canvas Help Guides Website</a> and type the word "Gradebook" in the <strong>Search</strong> field.</p>
-<p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
-<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course was prepared by the <a href="http://www.ucf.edu/" target="_blank">University of Central Florida (UCF)</a>. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
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-<h2 style="color: #446f9a;">What is Video Conferencing?</h2>
-<p><img style="float: left;" src="%24IMS-CC-FILEBASE%24/images/icon_info.jpg" alt="Info" width="72" height="73" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/icon_info.jpg" data-api-returntype="File">Video conferencing connects two or more individuals in different locations and allows them to interact via video and audio transmission. This grants individuals the ability to interact with each other when they cannot physically meet. At <span style="background-color: #ffff00;">&lt;Replace - Institution Name&gt;</span>, video conferencing is used by instructors and students alike. For instructors teaching online, it allows them to have in-depth conversations that are otherwise difficult to conduct via email.</p>
-<p>During Week 3, you learned about the <a title="Conferences Tool" href="%24WIKI_REFERENCE%24/pages/conferences-tool" target="_blank" data-api-endpoint="https://webcourses.ucf.edu/api/v1$WIKI_REFERENCE$/pages/conferences-tool" data-api-returntype="Page">Conferences tool</a> available within <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span>. A few benefits of using the Conferences tool are that students can access it within your course, it is free, and it allows you to connect multiple video feeds at once. There are other programs that you may want to use for video collaboration. Although there are many more; the three most widely used are:</p>
-<ol>
-<li>
-<a id="" class="" title="" href="https://products.office.com/en-us/skype-for-business/online-meetings" target="">Lync/Skype for Business</a> - originally created so users could make calls over the Internet, it can now be used for video conferencing between users.</li>
-<li>
-<a id="" class="" title="" href="https://hangouts.google.com/" target="">GoogleHangouts</a> - Google <em>Hangouts</em><span> bring conversations to life with photos, emoji, and even group video calls for free. Connect with friends across computers, Android, and Apple devices</span><span>.</span>
-</li>
-<li>
-<a href="http://www.adobe.com/products/adobeconnect.html" target="_blank">Adobe Connect</a> - a web collaboration tool that is used for creating presentations, training materials, and video conferencing. It features unlimited meeting rooms, screen sharing, and breakout sessions within meetings. One of the benefits of using Adobe Connect is that an archive of the session is created which allows students to access it later.</li>
-</ol>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">
-<img src="%24IMS-CC-FILEBASE%24/images/icon_strategies.jpg" alt="Strategies" width="72" height="73" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/icon_strategies.jpg" data-api-returntype="File">Instructional Strategies &amp; Best Practices</h2>
-<ul>
-<li>For instructors, video conferencing is useful for setting up virtual office hours to meet with students. This is convenient for instructors who teach from off-campus and for students who are not physically on a college campus.</li>
-<li>Encourage students to use video conferencing while collaborating with others for group work and other assignments.</li>
-<li>Both Skype and Adobe Connect exist outside of web-based courses and cannot be incorporated into Course Management Systems (CMSs). For this reason, it is important to keep FERPA laws in mind and make sure to refrain from discussing sensitive material while using these types of media.</li>
-<li>FERPA does not allow video collaboration to be used as the primary mode of instruction. Also, it cannot be used for testing, due to the inability to ensure who is in the course.</li>
-<li>Accessibility is achieved through an add-on for Adobe Connect. However, there is a charge for transcription services.</li>
-</ul>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Optional Further Reading</h2>
-<p>To learn more about using video conferencing, select any of the links listed below:</p>
-<ul>
-<li>
-<a href="http://www.skype.com/intl/en-us/home?intcmp=wlogo" target="_blank">Skype – Features and Download</a> – supplies information and more detailed descriptions of Skype features and includes a software download link as well.</li>
-<li>
-<a href="https://support.skype.com/en-us/" target="_blank">Skype – FAQs and Support</a> - contains frequently asked questions about Skype plus user support information.</li>
-</ul>
-<p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
-<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course was prepared by the <a href="http://www.ucf.edu/" target="_blank">University of Central Florida (UCF)</a>. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
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-<head>
-<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
-<title>Web Based Schedule Example</title>
-<meta name="identifier" content="ibcdfe6252cdd923cb025de75cf5c1d34"/>
-<meta name="editing_roles" content="teachers"/>
-<meta name="workflow_state" content="active"/>
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-<body>
-<p style="text-align: center;"><span style="color: #000000;"><strong><span style="font-family: Arial, Helvetica, sans-serif;">Latest Update - August 26</span></strong></span></p>
-<table style="width: 624px; margin-left: auto; margin-right: auto;" border="1" cellpadding="7">
-<tbody>
-<tr>
-<td valign="TOP" width="14%"><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Session</strong></span></td>
-<td valign="TOP" width="37%"><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Topics</strong> </span></td>
-<td valign="TOP" width="48%"><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Due Dates/Assignments</strong> </span></td>
-</tr>
-<tr>
-<td valign="TOP"> </td>
-<td valign="TOP"> </td>
-<td valign="TOP">Course opens <span style="font-family: Arial, Helvetica, sans-serif;">August 27</span>
-</td>
-</tr>
-<tr>
-<td align="left" valign="TOP"><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Module 1</strong> </span></td>
-<td align="left" valign="TOP"><span style="font-family: Arial, Helvetica, sans-serif;">Introductions, Syllabus, Schedule, Textbook and Course Web site </span></td>
-<td align="left" valign="TOP">
-<span style="font-family: Arial, Helvetica, sans-serif;">Due Date<br> <strong>Wednesday, Sept 10</strong></span>
-<p><span style="font-family: Arial, Helvetica, sans-serif;"><strong>ALL ASSIGNMENTS ARE DUE BY <span style="font-size: xx-small;">11:55 pm </span> ON THE DUE DATE UNLESS OTHERWISE NOTED</strong> </span></p>
-<p><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Reading &amp; Web Assignments</strong><br> Introduction information provided with course materials and at Course Web site. </span></p>
-<p><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Written Assignments</strong><br> Discussion Post: Introductions - Create and post message in Discussion. </span></p>
-</td>
-</tr>
-<tr>
-<td align="left" valign="TOP"><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Module 2</strong></span></td>
-<td align="left" valign="TOP"><span style="font-family: Arial, Helvetica, sans-serif;">Chapter 1 - Integrating Educational Technology into the Curriculum </span></td>
-<td align="left" valign="TOP">
-<span style="font-family: Arial, Helvetica, sans-serif;">Due Date<br> <strong>Wednesday, Sept 10</strong> </span>
-<p><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Reading &amp; Web Assignments</strong><br> Course Module 2, Chapter 1, and assigned Web sites. </span></p>
-<p><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Written Assignments</strong><br> Discussion 1: Web Site Integration; Discussion 2: Did You Know? </span></p>
-<p><strong>Chapter Quiz</strong><br> Complete the <span style="font-family: Arial, Helvetica, sans-serif;">Chapter 1 online quiz</span></p>
-</td>
-</tr>
-<tr>
-<td align="left" valign="TOP"><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Module 3</strong></span></td>
-<td align="left" valign="TOP"><span style="font-family: Arial, Helvetica, sans-serif;">Chapter 2 - Communications, Networks, the Internet, and the World Wide Web</span></td>
-<td align="left" valign="TOP">
-<p><span style="font-family: Arial, Helvetica, sans-serif;">Due Date<br> <strong>Wednesday, Sept 17</strong></span></p>
-<p><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Reading &amp; Web Assignments</strong><br> Course Module 3, Chapter 2, and assigned Web sites. </span></p>
-<p><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Written Assignments</strong><br> Discussion 1: Web Site Integration; Discussion 2: Digital Kids </span></p>
-<p><strong>Chapter Quiz</strong><br> Complete the <span style="font-family: Arial, Helvetica, sans-serif;">Chapter 2 online quiz</span></p>
-</td>
-</tr>
-<tr>
-<td align="left" valign="TOP"><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Module 4</strong></span></td>
-<td align="left" valign="TOP"><span style="font-family: Arial, Helvetica, sans-serif;">Chapter 3 - Application Software Productivity Tools for Educators </span></td>
-<td align="left" valign="TOP">
-<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-family: Arial, Helvetica, sans-serif;">Due Date<br> <strong>Wednesday, 24</strong></span></span>
-<p><strong>Reading &amp; Web Assignments</strong><br> Course Module 4, Chapter 3, and assigned Web sites.</p>
-<p><strong>Written Assignments</strong><br> Discussion 1: Web Site Integration; Discussion 2: Open Source Software Review</p>
-<p><strong>Chapter Quiz</strong><br> Complete the Chapter 3 online quiz</p>
-</td>
-</tr>
-<tr>
-<td align="left" valign="TOP"><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Module 5</strong></span></td>
-<td align="left" valign="TOP"><span style="font-family: Arial, Helvetica, sans-serif;">Teacher's Web Page</span></td>
-<td align="left" valign="TOP">
-<span style="font-family: Arial, Helvetica, sans-serif;">Due Date<br> <strong>Wednesday, Oct 1</strong> </span>
-<p><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Reading &amp; Web Assignments</strong><br> Course Module 5 </span></p>
-<p><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Written Assignments</strong><br> Teacher's Web Page </span></p>
-</td>
-</tr>
-<tr>
-<td align="left" valign="TOP"><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Module 6</strong></span></td>
-<td align="left" valign="TOP"><span style="font-family: Arial, Helvetica, sans-serif;">Chapter 4 - Hardware for Educators</span></td>
-<td align="left" valign="TOP">
-<span style="font-family: Arial, Helvetica, sans-serif;">Due Date<br> <strong>Wednesday, Oct 8</strong> </span>
-<p><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Reading &amp; Web Assignments</strong><br> Course Module 6, Chapter 4, and assigned Web sites. </span></p>
-<p><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Written Assignments</strong><br> Discussion 1: Web Site Integration; Software and Hardware Assignment due to the Assignment Dropbox</span></p>
-<p><strong>Chapter Quiz</strong><br> Complete the <span style="font-family: Arial, Helvetica, sans-serif;">Chapter 4 online quiz</span></p>
-</td>
-</tr>
-<tr>
-<td align="left" valign="TOP"><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Module 7</strong></span></td>
-<td align="left" valign="TOP"><span style="font-family: Arial, Helvetica, sans-serif;">Chapter 5 - Integrating Digital Media and Educational Software Applications</span></td>
-<td align="left" valign="TOP">
-<span style="font-family: Arial, Helvetica, sans-serif;">Due Date<br> <strong>Wednesday, Oct 15</strong> </span>
-<p><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Reading &amp; Web Assignments</strong><br> Course Module 7, Chapter 5, and assigned Web sites. </span></p>
-<p><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Written Assignments</strong><br> Chapter and Web site reflection using PowerPoint</span> (submitted to the Assignment Dro<span style="font-family: Arial, Helvetica, sans-serif;">pbox)</span></p>
-<p><strong>Chapter Quiz</strong><br> Complete the <span style="font-family: Arial, Helvetica, sans-serif;">Chapter 5 online quiz</span></p>
-</td>
-</tr>
-<tr>
-<td align="left" valign="TOP"><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Module 8</strong></span></td>
-<td align="left" valign="TOP"><span style="font-family: Arial, Helvetica, sans-serif;">Chapter 6 - Technology, Digital Media, and Curriculum Integration</span></td>
-<td align="left" valign="TOP">
-<span style="font-family: Arial, Helvetica, sans-serif;">Due Date<br> <strong>Wednesday, Oct 22</strong> </span>
-<p><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Reading &amp; Web Assignments</strong><br> Course Module 8, Chapter 6, and assigned Web sites. </span></p>
-<p><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Written Assignments</strong><br> Module 8 Reflection on Chapter 6, and assigned Web sites; <br> Discussion 1: Learning Theorists</span></p>
-</td>
-</tr>
-<tr>
-<td align="left" valign="TOP"><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Module 9</strong></span></td>
-<td align="left" valign="TOP"><span style="font-family: Arial, Helvetica, sans-serif;">Chapter 7 - Evaluating Educational Technology and Integration Strategies </span></td>
-<td align="left" valign="TOP">
-<span style="font-family: Arial, Helvetica, sans-serif;">Due Date<br> <strong>Wednesday, Oct 29</strong> </span>
-<p><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Reading &amp; Web Assignments</strong><br> Course Module 9, Chapter 7, and assigned Web sites </span></p>
-<p><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Written Assignments</strong><br> Module 9 Reflection on Chapter 7, and assigned Web sites; <br> Discussion 1: Assessment &amp; Evaluation</span></p>
-</td>
-</tr>
-<tr>
-<td align="left" valign="TOP"><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Module 10<br> </strong></span></td>
-<td align="left" valign="TOP"><span style="font-family: Arial, Helvetica, sans-serif;">Chapter 8 - Security Issues, Ethics, and Emerging Technologies in Education</span></td>
-<td align="left" valign="TOP">
-<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-family: Arial, Helvetica, sans-serif;">Due Date<br> <strong>Wednesday, Nov 5</strong></span></span>
-<p><strong>Reading &amp; Web Assignments</strong><br> Course Module 10</p>
-<p><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Written Assignments</strong><br> Discussion 1: Web Site Integration<br> Work on Final Integration Project </span></p>
-<p><strong>Chapter Quiz</strong><br> Complete the <span style="font-family: Arial, Helvetica, sans-serif;">Chapter 8 online quiz</span></p>
-</td>
-</tr>
-<tr>
-<td align="left" valign="TOP"><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Module 11 </strong></span></td>
-<td align="left" valign="TOP"><span style="font-family: Arial, Helvetica, sans-serif;">Curriculum Page</span></td>
-<td align="left" valign="TOP">
-<span style="font-family: Arial, Helvetica, sans-serif;">Due Date<br> <strong>Wednesday, Nov 12 </strong> </span>
-<p><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Reading &amp; Web Assignments</strong><br> Course Module 11, Curriculum page and Home page </span></p>
-<p><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Written Assignments</strong><br> Curriculum Page (due to the Assignment Dropbox) </span></p>
-</td>
-</tr>
-<tr>
-<td align="left" valign="TOP"><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Module 12<br> </strong></span></td>
-<td align="left" valign="TOP"><span style="font-family: Arial, Helvetica, sans-serif;">Developing Rubrics</span></td>
-<td align="left" valign="TOP">
-<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-family: Arial, Helvetica, sans-serif;">Due Date<br> <strong>Wednesday, Nov 19</strong></span></span>
-<p><strong>Reading &amp; Web Assignments</strong><br> Course Module 12</p>
-<p><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Written Assignments</strong><br> Rubric that supports Final Project<br> Work on Final Integration Project </span></p>
-</td>
-</tr>
-<tr>
-<td align="left" valign="TOP"><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Module 13</strong></span></td>
-<td align="left" valign="TOP"><span style="font-family: Arial, Helvetica, sans-serif;">Final Integration Project</span></td>
-<td align="left" valign="TOP">
-<span style="font-family: Arial, Helvetica, sans-serif;">Due Date<br> <strong>Wednesday, Nov 26</strong><br> </span>
-<p><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Reading &amp; Web Assignments</strong><br> Course Module 13 </span></p>
-<p><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Written Assignments</strong><br> Final Integration Project</span> DUE</p>
-</td>
-</tr>
-<tr>
-<td align="left" valign="TOP"><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Module 14</strong></span></td>
-<td align="left" valign="TOP">Effective Search Techniques and State, University, and School District Resources</td>
-<td align="left" valign="TOP">
-<span style="font-family: Arial, Helvetica, sans-serif;">Due Date<br> <strong>Wednesday, Dec 3</strong><br> </span>
-<p><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Reading &amp; Web Assignments</strong><br> Course Module 14 </span></p>
-<p><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Written Assignments</strong><br> Favorite Sites (due to the Assignment Dropbox</span></p>
-</td>
-</tr>
-<tr>
-<td align="left" valign="TOP"><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Final Exam<br> </strong></span></td>
-<td align="left" valign="TOP">
-<p><span style="font-family: Arial, Helvetica, sans-serif;">Final Culminating Reflection will be posted on the Modules Page </span></p>
-</td>
-<td align="left" valign="TOP">
-<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-family: Arial, Helvetica, sans-serif;">Due Date<br> <strong>Friday, Dec 5</strong><br></span></span>
-<p><strong>Written Assignments</strong><br> Final Culminating Reflection</p>
-</td>
-</tr>
-</tbody>
-</table>
-<p> </p><p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
-<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course created by Sue Bauer, John Raible, and Jessica Tojo. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
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-</html>