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INSTRUCTIONAL DESIGN

General Principles and Good Practices for Distance Education
by Rosemary Lehman, Senior Outreach/Distance Education Specialist,
Instructional Communications Systems, University of Wisconsin-Extension

Lehman provides general guidelines to assist in the development of distance education, discussing how to prepare instructors for the DE environment, how to train them to use technological tools, and how to aid them in envisioning the overall learning experience they are creating. Includes examples of best practices within the UW System. (Feb. 2001)

Why ID? The Benefits of Instructional Design Models
by Nadeen Thompson,
Program Development Specialist, University of Wisconsin-Extension

Thompson discusses the benefits of using instructional design (ID) models, not just for the instructional designers who employ them on a daily basis, but for instructors who may not have consciously applied them before. Formal ID models can speed up the course development process, aid communication, and insure that all areas of good course design are covered. Resources for further reading are included. (Feb. 2001)

Web Lessons in a Nutshell: Findings of the Faculty/TA Collaborative Web Project
by Alan Aycock, Instructional Design Consultant,
Learning Technology Center, UW-Milwaukee

The Faculty/TA Collaborative Web Project was funded by a 1999 Curricular Redesign Grant from UW System Administration. Dr. Alan Aycock and his co-investigators identified best practices for instructional use of the web and assisted in the development of course web sites. In this concise summary of his project's findings, Aycock offers seven practical suggestions for instructors -- and those who provide them with technical support -- to consider when going on the web. A link to the project's full final report is also included. (Nov. 2000)

Keys to Facilitating Successful Online Discussions
by Donna Raleigh, Coordinator of Technical Training and Instructional Technology,
Media Development Center, UW-Eau Claire

Electronic discussions are becoming a ever larger part of college courses, from pure distance-ed to hybrids. What can students gain by participating in online discussions? Which route is better, e-mail lists or threaded discussions on a course web site? Should the instructor be a "lurker" or an active participant? Donna Raleigh addresses these questions and more in her useful "how-to's" on facilitating online discussions. (Nov. 2000)

The Teaching with Technology Today project consists of a web-based NEWSLETTER and WISLRNTEC, a companion listserv where members discuss technology, pedagogy, and student learning. TTT was instigated by the UW Learning Technology Development Council; it receives significant support from UW-Extension's Division of Continuing Education.