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qti 0.9.18 → 0.9.19

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-<title>Week 1 Overview</title>
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-<p class="c" style="text-align: center;"><img src="%24IMS-CC-FILEBASE%24/images/dbskgraphic_steps_week1.jpg" alt="dbskgraphic_steps_week1.jpg" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/dbskgraphic_steps_week1.jpg" data-api-returntype="File"></p>
-<h3>This Week</h3>
-<ul>
-<li>There is no online content or consultation for you to complete this week.</li>
-<li>You will meet face-to-face. Please refer to the course schedule for date, time, and location. An agenda of the topics to be covered is provided below.</li>
-<li><span>We will have a CDL photographer available during Weeks 1 and 5 to take a professional portrait that you may want to use in your new development course (instructor introduction) or for other professional purposes. Please keep this in mind when selecting your attire for the portrait. We will review this during the initial consultation.</span></li>
-<li>Please bring a brief <a href="http://teachingcenter.wustl.edu/writing-teaching-philosophy-statement" target="_blank">teaching philosophy statement</a> to class to discuss it with your small group. </li>
-</ul>
-<h4>
-<br>Face-to-Face Class Agenda</h4>
-<ul>
-<li>Introductions</li>
-<li>Web Vet Strategies</li>
-<li>Student Panel</li>
-<li>Institutional Impact of Online Learning</li>
-<li>Navigating an Online Course </li>
-<li>Online Teaching Persona</li>
-<li>Small Group Discussion</li>
-</ul>
-<h3 style="text-align: center;"><img src="%24IMS-CC-FILEBASE%24/images/dbsk_bar.jpg" alt="dbsk_bar.jpg" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/dbsk_bar.jpg" data-api-returntype="File"></h3>
-<h3>Next Week</h3>
-<p>Next week you will complete online readings and assignments to learn several strategies that address copyright, accessibility, and FERPA issues as you design and develop your online course. You will apply these concepts and the online persona strategies discussed in the week one small group discussion to your Build Your Course Activities as you create drafts of your Syllabus, Protocols, and Instructor/Course Introduction.</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>Week 1 Summary & Looking Ahead</title>
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-<h2 style="color: #446f9a;">This Week</h2>
-<div class="ucf_blue_box">
-<p><span>This week you read online content and completed several activities in preparation for your course. Content consisted of: a welcome message from our campus executives, institutional data for online teaching effectiveness, and content specific to your course development. Activities helped you analyze some key development concepts. These topics are import to discuss early so that they can be applied during the development of your entire course.</span></p>
-</div>
-<p>You should have completed the following assignments this week:</p>
-<ol>
-<li>
-<span style="font-size: 0.875rem; line-height: 1.5;"><span style="font-size: 0.875rem; line-height: 1.5;">Complete the </span></span>Week 1 Small Group Kick-Off Activity</li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Complete the Student Panel Activity</span></li>
-</ol>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Next Week</h2>
-<p>Next week you will complete online readings and assignments to learn several strategies that address copyright, accessibility, and FERPA issues as you design and develop your online course. You will apply these concepts and the online persona strategies discussed in the Week One to your Build Your Course Activities as you create drafts of your Syllabus, Protocols, and Instructor/Course Introduction.</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>Week 1 The Online Teaching Persona:  Develop and Deliver Your Persona</title>
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-<h3>Overview and Objective:</h3>
-<p><span style="font-weight: 400;">Effective online teaching involves: social interaction; ongoing feedback; consistent online teaching presence; online cognitive engagement with students and emotional presence within the online class. At times these core elements are ignored, nevertheless they play a critical part in course quality. To ensure that the above mentioned elements are addressed, the instructors will need to develop their online teaching persona.  This purpose of this section will be to: (1) define the concept of online ‘teaching persona’; (2) identify scalable best practices and effective strategies that will allow for the establishment of the instructor’s online social presence; emotional presence; teaching presence; cognitive presence, and (3) provide you with a toolkit for  developing your own online teaching persona. </span></p>
-<h3>Defining the Online Persona</h3>
-<p><span style="font-weight: 400;">Carrol ( 2002) defines the online persona as the professional “self” put forth when you deal with (teach) students, personal style and in class presence. Parini (2005) suggests the online persona is a mask that one speaks through (Parini, 2005).Clark (2012) also states, "Online personas are the social identities that people create for themselves in online communities and on websites. Clark further suggests that  the images we present on web pages and in blog posts, tweets, comments, discussion forums, emails, etc help to establish a person’s online persona. </span><a href="http://ltlatnd.wordpress.com/2012/08/27/faculty-member-online-person/"><span style="font-weight: 400;">Clark, C., 2012.</span></a> <span style="font-weight: 400;"><br></span><span style="font-weight: 400;"><br></span><span style="font-weight: 400;">Intertwined with the online persona is the instructor's critical beliefs (Showalter, 2003). Giving consideration to your online persona will lead to; increased  motivation, effective teaching , improved cognitive engagement, enhances managerial roles, and enhance public personality (Lang, 2007 et. al.  2002).</span></p>
-<p><span style="font-weight: 400;">The cumulative roles of the online teaching faculty, cognitive, affective and managerial roles become ones online teaching persona, and the public teaching personality, teaching style according to Coppola, et.al. (Coppola, Hiltz &amp; Rotter, 2002).</span></p>
-<h3>Scalable Best Practices and Effective Strategies</h3>
-<ul>
-<li>
-<span style="font-weight: 400;">In this video, James Brown in the UCF Theatre Department, introduces his course and enlightens his students on the upcoming curriculum in his </span><a style="font-size: 0.875rem; line-height: 1.5;" href="http://vimeo.com/cdlvideo/review/114565908/ac729aa002"><span>Sex, Drugs and Rock and Roll</span></a><span style="font-weight: 400;"> course, runs 3:30.</span>
-</li>
-<li>
-<span style="font-weight: 400;">Professor Coronado teaching in Communications, has a bit of an edge here. Her background was in television where she anchored and reported from the field. She incorporated clips of her prior work to help introduce her persona in her </span><a style="font-size: 0.875rem; line-height: 1.5;" href="https://vimeo.com/cdlvideo/review/117414812/a1f09a51a9"><span>Announcing and Performance</span></a><span style="font-weight: 400;"> course introduction, runs 2:24.</span>
-</li>
-<li>
-<span style="font-weight: 400;">Professor Warren Waren, in his </span><a style="font-size: 0.875rem; line-height: 1.5;" href="https://vimeo.com/cdlvideo/review/114360932/613798c15a"><span>Sociology of Popular Music</span></a><span style="font-weight: 400;"> course, used this animated video to introduce the concept of Sociology in Music, again, in his own voice. Note the use of the music and the allegiance to copyright and Fair Use standards. Noting ownership in the closing few seconds. Runs 3:00.</span>
-</li>
-<li>
-<span style="font-weight: 400;">Dr. Michelle Randall has some fun dealing with her course, </span><a style="font-size: 0.875rem; line-height: 1.5;" href="https://vimeo.com/cdlvideo/review/95422446/a79ca93e5d"><span>Beginning Interdisciplinary Studies</span></a><span style="font-weight: 400;">. She introduces her fast-paced persona and helps her new students learn as a part of the “cornerstone Interdisciplinary Studies course.</span>
-</li>
-</ul>
-<h3>Persona Toolkit</h3>
-<p><span style="font-weight: 400;">The following are all online tools that may be used to develop and deliver your online teaching persona:</span></p>
-<ul>
-<li><span style="font-weight: 400;">Welcome e-mail</span></li>
-<li><span style="font-weight: 400;">Instructor introduction and photograph</span></li>
-<li><span style="font-weight: 400;">Discussion/brief bio/welcome</span></li>
-<li><span style="font-weight: 400;">Chat – Office hours, discussions</span></li>
-<li><span style="font-weight: 400;">Module intro or content videos</span></li>
-<li><span style="font-weight: 400;">Lecture PPT with audio or podcasts</span></li>
-<li><span style="font-weight: 400;">Video capture</span></li>
-<li><span style="font-weight: 400;">Daily/weekly announcements/Follow-up on prior assignment or assessment</span></li>
-</ul>
-<h3>Online Persona Chart</h3>
-<p><span style="background-color: #ffff00;"><strong>(Insert?)</strong></span></p>
-<h3>Optional Activity</h3>
-<p>Let’s study this for the next few minutes.</p>
-<ul>
-<li style="font-weight: 400;">
-<span style="font-weight: 400;">Are </span><span style="font-weight: 400;">you are on Facebook or in an online community where you might share your online persona?</span>
-</li>
-<li style="font-weight: 400;"><span style="font-weight: 400;">And, how many of you are teaching online and have put any thought into this subject or tried to intentionally build your online persona?</span></li>
-<li style="font-weight: 400;"><span style="font-weight: 400;">Is your online teaching persona identical to your personal persona? Should the two be separated?</span></li>
-<li style="font-weight: 400;">
-<span style="font-weight: 400;">Do you currently use any of the online tools mentioned in the “Online Toolkit?”</span><span style="font-weight: 400;"><br></span><span style="font-weight: 400;">How do you (will you) integrate technology to facilitate your online teaching persona?</span>
-</li>
-</ul>
-<p><span style="font-weight: 400;">Now pull it all together - your online teaching persona, teaching philosophy, and the tools, teaching methods and strategies you will be using in your online course. The following exercise(s) will ask you to synthesize and define your earlier work to begin to build your course. The questions will help to clarify your online teaching role(s) and responsibility to ensure a successful online course. This will assist you as you begin to design, develop and deliver your online course.</span></p>
-<p><span style="font-weight: 400;">Determine how you might apply your current teaching philosophy and persona in your online course. Use the <a id="" class=" instructure_scribd_file instructure_file_link" title="Online_Persona_Worksheet.docx" href="%24IMS-CC-FILEBASE%24/weekly_content/week01/Online_Persona_Worksheet.docx?canvas_download=1&amp;canvas_qs_wrap=1" target="" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/weekly_content/week01/Online_Persona_Worksheet.docx" data-api-returntype="File">Online Teaching Persona Worksheet </a>to map an outline of your plan.</span></p>
-<h3>Additional Recommended Resources</h3>
-<p><span style="font-weight: 400;">This brief video details </span><a href="https://vimeo.com/65413138"><span style="font-weight: 400;">8 Lessons Learned from Teaching Online</span></a><span style="font-weight: 400;">. Joanna Dunlap, Assistant Director for Teaching Effectiveness, University of Colorado-Denver and Patrick Lowenthal, Instructional Designer, Boise State University, teamed up to produce this for Educause.</span></p>
-<h3>References</h3>
-<p><a id="" class=" instructure_scribd_file instructure_file_link" title="Online_Persona_Worksheet.docx" href="%24IMS-CC-FILEBASE%24/weekly_content/week01/Online_Persona_Worksheet.docx?canvas_download=1&amp;canvas_qs_wrap=1" target="" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/weekly_content/week01/Online_Persona_Worksheet.docx" data-api-returntype="File">Online Teaching Persona Reference sheet</a></p>
-<p><span style="font-weight: 400;">Picciano, A. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Journal of Asynchronous Learning Networks, 6(1), July 2002, 21-40. </span></p>
-<p><span style="font-weight: 400;">Rovai, A. P., &amp; Barnum, K. T. (2003). On-Line course effectiveness: An analysis of student interactions and perceptions of learning. Journal of Distance Learning, 18(1), 57-73. </span></p>
-<p><span style="font-weight: 400;">Richardson, J. C., &amp; Swan, K. (2003). Examining social presence in online courses in relation to students' perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), February 2003, 68-88.</span></p>
-<p><span style="font-weight: 400;">Coppola, Hiltz &amp; Rotter, 2002</span></p>
-<h3><a href="http://ltlatnd.wordpress.com/2012/08/27/faculty-member-online-person/"></a></h3>
-<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>Week 1 Web Vet Strategies</title>
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-<p><span style="background-color: #ffff00;">&lt;&lt;Note: This content is provided as an example of an activity you can have participants complete. The content should be updated with your preferred content and delivery mode. Suggestions are made below.&gt;&gt;</span></p>
-<p>We have often found that faculty prefer to hear from other faculty with online teaching experience than listen to the ID facilitators discuss online strategies and pedagogy. We have heard "I want someone talking with me and not at me." A harsh statement but some times true.</p>
-<p>A nice way to do this is to bring in experts from the field. This also puts participants in contact with experienced faculty that they can then call on for future advice.</p>
-<p>This section should be reserved to host messages/best practices from your faculty having taught online in either a blended or completely online course. If it is possible/applicable, get a blended instructor and web-based instructor to participate. It is suggested that you use a <strong>video </strong>but a facilitated discussion board or content page could also be used.</p>
-<p>Suggested questions/topics for WebVets to discuss:</p>
-<ol>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Introduction/Orientation - Do you use an instructor introduction or course introduction? If so, what do you discuss? How do you find it beneficial?</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Course Tools – What tools in Webcourses@UCF do you use most often? Which have worked and not worked for you? Do you use any 3rd party tools?</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Communication - What tool do you use for communication? Any specific protocol? "Only answer question Mon – Friday?  Reply within 24 hours." Availability to answer student questions</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Any Web Vet advice in the areas of Accessibility, FERPA, and Copyright? What have your experiences been?</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Do you define course/module objectives? What types of online activities occur to assist in delivering the objectives? Discussion postings? Class projects?</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Assessment - What is your assessment strategy? Quizzes? Projects? Papers?</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Course Administration/Student Support – How have you handled student support?  Student Lounge? Direct links to Online@UCF Student Support? Do you use the Webcourses@UCF Online Orientation?</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Challenges associated with online delivery, such as technical, communication, student (engagement, online environment competency), time (management, zones), cheating, lectures online, handouts, etc.</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Strategies to address the challenges of teaching online.</span></li>
-</ol>
-<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 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;">
-<img style="display: block; margin-left: auto; margin-right: auto;" src="%24IMS-CC-FILEBASE%24/images/2015-IDL6543%20Course%20Images-mod2-86188-1.jpg" alt="2015-IDL6543 Course Images-mod2-86188-1.jpg" width="620" height="142" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/2015-IDL6543%20Course%20Images-mod2-86188-1.jpg" data-api-returntype="File"><br>This Week’s Topics are:</h2>
-<ol>
-<li>Copyright</li>
-<li>FERPA</li>
-<li>Accessibility &amp; Universal Design for Learning (UDL)</li>
-<li>Library services</li>
-<li>Build Your Course Activities - Creating content in <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span>
-</li>
-</ol>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Introduction</h2>
-<p><img src="%24IMS-CC-FILEBASE%24/images/icon_info.jpg" alt="icon_info.jpg" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/icon_info.jpg" data-api-returntype="File">Making the shift from the face-to-face teaching to the online environment also means shifting the way you think about your course materials. In this module, we will review copyright, FERPA, accessibility and universal design for learning (UDL), library services, and export compliance as they relate to your online course materials. You are probably familiar with each of these topics on some level. How you apply these concepts to your course changes as you move into the online environment. This week’s materials and activities include how to make adjustments to your syllabus to include statements related to the above topics, how copyright changes in relationship to the online environment, making sure your course materials are accessible to all students, plus a review of the online library resources available for both students and faculty.</p>
-<p>After reading about these concepts, you will experience the student perspective of participating in a small online group discussion and take a timed quiz based on this week's readings. You will also apply these concepts to several Build Your Course Activities as you begin to create a draft of your Syllabus, Course Expectations, and Instructor/Course Introduction.  </p>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Learning Objectives</h2>
-<div class="ucf_blue_box">
-<ul>
-<li>Review and incorporate copyright and accessibility laws into the development of your online content.</li>
-<li>Define the services available to online faculty from library services and student services (<cite class="normal">FERPA</cite>) and apply them when appropriate.</li>
-<li>Examine and solve problem-based scenarios regarding copyright, <cite class="normal">FERPA</cite>, accessibility, library services, and export compliance.</li>
-<li>Create online course materials that are accessible to all students.</li>
-</ul>
-</div>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Assignments Overview</h2>
-<p>This week you will complete the following assignments located in this module:</p>
-<ol>
-<li>Complete the Copyright Group Discussion </li>
-<li>Complete the Week 2 Quiz</li>
-<li>Complete the Build Your Course Activities</li>
-</ol>
-<ul>
-<ul>
-<li>Build Your Syllabus</li>
-<li>Build Your Course Expectations</li>
-<li>Build Your Instructor/Course Introduction</li>
-</ul>
-</ul>
-<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 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;">This Week</h2>
-<div class="ucf_blue_box">
-<p>You learned several strategies to address copyright, accessibility, and FERPA<cite class="normal"></cite> issues as you design and develop your online course this week. You also completed several Build Your Course Activities by creating drafts of your Syllabus, Course Expectations, and Instructor Introduction.</p>
-<p>Keep in mind that these documents are drafts. You will have the opportunity to revise documents as you learn about new tools and strategies that will enhance your documents.</p>
-</div>
-<p>You should have completed the following assignments this week:</p>
-<ol>
-<li>Complete the Copyright Group Discussions </li>
-<li>Complete the Week 2 Quiz</li>
-<li>Complete the Build Your Course Activities</li>
-</ol>
-<ul style="padding-left: 30px;">
-<li>Build Your Syllabus</li>
-<li>Build Your Course Expectations</li>
-<li>Build Your Instructor/Course Introduction</li>
-</ul>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Next Week</h2>
-<p>The material covers writing effective objectives using Bloom’s Taxonomy and developing an interaction strategy for your online content. Also, you will have a consultation with your instructional designer where you will review the draft of the documents you developed this week.</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>Week 3 Designing Interactive Course Activities</title>
-<meta name="identifier" content="i43e605d98159bb3e89fa110a257c1002"/>
-<meta name="editing_roles" content="teachers"/>
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-<h2 style="color: #446f9a; text-align: center;"><img src="%24IMS-CC-FILEBASE%24/images/idl6543_module3-1.jpg" alt="idl6543_module3-1.jpg" width="571" height="135" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/idl6543_module3-1.jpg" data-api-returntype="File"></h2>
-<h2 style="color: #446f9a; text-align: left;">This Week's Topics are:</h2>
-<ol>
-<li>Bloom's Taxonomy and Course Objectives</li>
-<li>Interaction, Collaboration, and Group Work Strategies</li>
-<li>Group, Collaboration, and Conferencing Tools</li>
-</ol>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Introduction</h2>
-<p>Although course objectives are required as part of <span style="background-color: #ffff00;">&lt;Replace - Institution Name&gt;</span> participation in the <span style="background-color: #ffffff;">Southern Association of Colleges and Schools (SACS)</span> accreditation process, the creation of well-written course objectives helps to create a more meaningful learning environment for your students. If you've taught this course before, your concern may be geared toward how to take what has worked successfully in a face-to-face environment and translate that into the online environment. For the rest of you, designing interactions based on measurable outcomes may seem more experimental as the online environment presents new tools to incorporate into online activities. This week's content provides strategies to help create measurable objectives along with some tips to help design meaningful course interactions.</p>
-<p>After reading about these concepts, start to create one module for your course that will include objectives, activities, and interactions.</p>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Learning Objectives</h2>
-<div class="ucf_blue_box">
-<p>At the conclusion of this section, you will be able to:</p>
-<ul>
-<li>Create course and module objectives</li>
-<li>Review and revise objectives generated by your peers in your small group</li>
-<li>Complete the objectives and interaction activity</li>
-<li>Describe the collaboration features available in <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span>
-</li>
-<li>Describe the unique characteristics of the conferences tool</li>
-<li>Design a course activity using at least one of the collaborative tools in <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span>
-</li>
-</ul>
-</div>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Assignments Overview</h2>
-<p>This week you will complete the following assignments located in this module:</p>
-<ol>
-<li>Complete the Planning Your Module Group Discussion </li>
-<li>Complete the Objectives and Interaction Activity</li>
-<li>Schedule Consultation 2 with your Instructional Designer</li>
-<li>Complete the Build Your Course Blueprint Activity <strong>(Optional Activity)</strong>
-</li>
-</ol>
-<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>Week 3 Sample Discussion Post</title>
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-<meta name="editing_roles" content="teachers"/>
-<meta name="workflow_state" content="active"/>
-</head>
-<body>
-<p><span style="background-color: #ffff00;">Below is a sample discussion post to share with faculty.</span> </p>
-<p>I am designing Personality Theories (PPE 3003) to be administered fully online.  For <span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span> I’m working on the research methods module.  My basic objectives for this module are for students to understand how psychologists conduct research in general and how those methods apply to personality psychologists in particular. Typically students struggle with this information especially issues such as  positive/negative correlations, independent/dependent variables, and types of  reliability and validity.  In my face‐to‐face classes I’ve used clickers to get a feel for  student understanding when we cover this topics.  I’m thinking that in the online class I’ll try using some kind of online game (maybe a Jeopardy simulation) to give  them practice.  I wanted to post .pdfs of newspaper articles discussing different  research findings and ask students to identify the type of research: if it is  correlational they’ll need to discuss whether the result indicates a positive or  negative correlation.  If it is an experiment they’ll need to identify the IV and DV.   After last week’s copyright stuff, though, I’m worried this may not be allowed.  Do  you think YouTube clips of classic studies might be better?  I’m just worried that  they’ll be removed before the whole class completes the exercise or that I won’t be  able to use them again next term.</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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-<head>
-<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
-<title>Week 3 Summary & Looking Ahead</title>
-<meta name="identifier" content="if9c7ff6baebd2bb4833b153dd8d1ce1c"/>
-<meta name="editing_roles" content="teachers"/>
-<meta name="workflow_state" content="active"/>
-</head>
-<body>
-<h2>This Week</h2>
-<div class="ucf_blue_box">
-<p>This week, you began developing a module by writing measurable objectives and selecting activities and interaction strategies for this module. You continued working on your Build Your Course Activities by creating a draft of your course schedule and you learned how to update content in your course.</p>
-</div>
-<p>You should have completed the following assignments this week:</p>
-<ol>
-<li><span><span>Build Your Course Schedule</span></span></li>
-<li>Objectives and Interaction Activity</li>
-<li>Group Discussion: Week 3 Planning Your Module</li>
-<li>Consultation 2</li>
-</ol>
-<h2>Next Week</h2>
-<p>Week 4 material reviews academic integrity and covers a wide variety of online assessments that you can incorporate into your course. Another consultation with your instructional designer should be planned during this time period as well.</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>
-</body>
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-<head>
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-<title>Week 4 Effective Online Assessments</title>
-<meta name="identifier" content="ib918daf8e5c1899a683a44294e4c42c7"/>
-<meta name="editing_roles" content="teachers"/>
-<meta name="workflow_state" content="active"/>
-</head>
-<body>
-<h2 style="color: #446f9a;">This Week’s Topics are:</h2>
-<ol>
-<li>Online Assessments</li>
-<li>Managing Academic Integrity &amp; Honesty in the Online Environment</li>
-<li>Assessment Tools in <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span>
-</li>
-</ol>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Introduction</h2>
-<p><br><img 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">In the online environment, the creation of effective online assessments becomes more important than ever. With questions regarding academic integrity looming over online courses, moving your assessments online presents some challenges. In this module we will discuss how to create effective online assessments and provide some useful strategies to help combat online cheating. Lastly, you will learn about the assessment tools available in <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span> and begin building an assessment for your module.</p>
-<hr class="ucf_blue_threedot">
-<div class="hr" style="text-align: center;"> </div>
-<h2 style="color: #446f9a;">Learning Objectives</h2>
-<div class="ucf_blue_box">
-<p>At the conclusion of this section, you should be able to:</p>
-<ul>
-<li>Design and develop a module outline.</li>
-<li>Develop and create an assessment for your development course</li>
-</ul>
-</div>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Assignments Overview</h2>
-<p>This week you will complete the following assignments located in this module:</p>
-<ol>
-<li>Complete the Build Your Module Outline</li>
-<li>Complete the Build Your Assessment Activity</li>
-</ol>
-<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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-<html>
-<head>
-<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
-<title>Week 4 Summary & Looking Ahead</title>
-<meta name="identifier" content="ieabd4d5773e19be3b5e38171ab5e9416"/>
-<meta name="editing_roles" content="teachers"/>
-<meta name="workflow_state" content="active"/>
-</head>
-<body>
-<h2 class="c" style="text-align: left;">This Week</h2>
-<div class="ucf_blue_box">
-<p>Each week you’ve been building and assembling the components to finalize what will eventually become your course module. This week you read about effective online assessments and academic integrity. You also learned about the assessment tools available in <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span>, and you built an assessment for the module you are creating. </p>
-</div>
-<p>You should have completed the following assignments this week:</p>
-<ol>
-<li><span><span>Build Your Module Outline</span></span></li>
-<li><span>Build Your Assessment Activity</span></li>
-</ol>
-<hr class="ucf_blue_threedot">
-<h2>Next Week</h2>
-<p>Week 5 will cover the <span style="background-color: #ffff00;">&lt;Replace -  Department Name&gt; </span>Resources, <span style="background-color: #ffff00;">&lt;Replace -  Institution Name&gt;</span> Resources, and External Resources (Open Educational Resources) available for professional and course development.  </p>
-<h3></h3>
-<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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-<html>
-<head>
-<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
-<title>Week 5 Introduction</title>
-<meta name="identifier" content="if6ac00efd412290b914d0840cb7e1908"/>
-<meta name="editing_roles" content="teachers"/>
-<meta name="workflow_state" content="active"/>
-</head>
-<body>
-<h2 style="color: #446f9a;">This Week’s Topics are:</h2>
-<ol>
-<li>
-<span style="background-color: #ffff00;">&lt;Replace -  Department Name&gt;</span> Resources</li>
-<li>
-<span style="background-color: #ffff00;">&lt;Replace -  Institution Name&gt;</span> Resources</li>
-<li>External Resources (Open Educational Resources)</li>
-</ol>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Introduction</h2>
-<p>We all can wish that there was an all-inclusive textbook that came with perfected course content, complete instructor lesson plans, and an over abundance of instructor resources but that search is still out.</p>
-<p>This week's materials will get you in contact with our departmental resources, campus resources, and available external resources that can be used to enhance your teaching and learning.  This section will help you utilize the content you have and search for additional resources that can be added to your course. </p>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Learning Objectives</h2>
-<div class="ucf_blue_box">
-<ul>
-<li>Define the services available to online faculty from <span style="background-color: #ffff00;">&lt;Replace -  Department Name&gt;</span><span style="font-size: 0.875rem; line-height: 1.5;"> Resources, </span><span style="background-color: #ffff00;">&lt;Replace -  Institution Name&gt;</span> Resources, Open Educational Resources (OERs) and apply them when appropriate.</li>
-<li>Develop content using resources and site source/creative commons appropriately.</li>
-<li>Create online course materials that are accessible to all students.</li>
-</ul>
-</div>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Assignments Overview</h2>
-<p>This week you do not have an online assignment to complete.  Continue to work on the development of your course and contact your instructional designer if you are interested in using any of the resources from this module in your course.</p>
-<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 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>
-</body>
-</html>