Category: Teaching and Learning with Technology

Constructive Conversation II

From CUNY Academic Commons


Constructive Conversations Part II New Faculty Orientation to Online Instruction:


This session will cover a variety of topics including:

· Interactions with Learners

· Engaging the Learners

· How to connect with students who disappear.

· Managing the Workload

· Managing Discussion Boards

· Preparing for Course Assessments

· Preparing for Course Revisions

Next session in will focus on Post Semester Assessment, Review, and Revisions

Interactions with Learners


  Voice Announcements
  Video Announcements
  Text Announcements
  Ask the Professor Feature
  Feedback on Student Work and Progress
  Class Twitter

  Social Networks- FACEBOOK

  Early Warning Alerts
  Accept Student Feedback/ Assessment of Instructor

           -Course Design

           –Course Management

           –Course Content


1. Email-Outreach

2. Text

3. Audio

4. Video

5. Email-Response

6. Telephone-Invited/Uninvited

7. Skype

8. Office Visit-Real or Virtual

9. Attend Program Receptions for Students

Engaging the Learners

Developing reciprocity and cooperation among students: principle (2) Arthur W. Chickering and Zelda F. Gamson (1987) “Seven principles for good practice in undergraduate education” American Association of Higher Education Bulletin pp.3-7

Forms of Interaction: Student -Student


  Student Introductions Space and Time
  Chat Room available throughout the course
  Student Lead Discussions
  Student Facilitators-Course Facilitators or Course Wizards- Supplemental Instructors
  Group Work


  Class as a Learning Community in each course a community of inquiry in collaborative pursuit            and offering mutual support


  •   Social Networks
  •   e-portfolio
  •   Virtual Campus
  •   IM
  •    Blackboard IM
  •   Email-text, audio, video
  •   Telephone
  •    FieldTrips

How to connect with students who disappear

· Direct Communications – Email – Telephone – Blackboard IM/Pronto—Skype

· Through Advisors

· Through Other Students

To Offer Innovative Measures to assist students in resuming their course work

Managing the Workload

Monitor time spent on tasks to determine where time is spent

Plan on managment techniques to arrive at a sustainable level after several semesters-100-133% of standard course time
Archive work with students that might be used again
Utilize rubrics for assessments
Utilize boilerplate/template feedback for assignments

Managing Discussion Boards

There are a variety of modes for constructing, monitoring and managing discussions.

Instructors can take any one of a number of roles within the discussions depending on the course design:

· Active participant

· Occassional participant

· Non-Participant

Combinations of the possibilities can also be employed as the instructor’s role might differ with discussions involving the whole class as opposed to groups or at the beginning of the semester as opposed to the latter parts.

Preparing for Course Assessments

At mid term and at semester end perform Course Assessment

Students should provide feedback on the course design, management and content
Students may be asked for feedback on the pace of the activities, the reasonableness of the due dates and work load
Students should provide feedback on the instructor’s role, presence and helpfulness
Students should have an opportunity to provide suggestions for revisions

Preparing for Course Revisions -a continuing process of revision

Instructor should have notes on or a plan for revisions of the course and course site based on assessments performed by the instructor and the students.

Instructors might make use of mentors and colleagues in the development of their plans for revisions and actual revisions

Return to SPS Faculty and Course Development Program [1]

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Constructive Conversation I

From CUNY Academic Commons


Constructive Conversations Part I New Faculty Orientation to Online Instruction:

                              Standards, Expectations and Community



Welcome & Introductions

Academic Issues

• Online Instruction:

• Basic objectives, design and management

• “Seven principles for good practice in undergraduate education”

Academic Integrity: Policy, procedures and contacts

Faculty Support

Program Contacts

Technical Support

Library Support

Email support


Faculty Handbook

Student Support Services


Enhancing Online Learning

Seven Principles for Effective Teaching

Top Ten Mistakes in Course Design

Course Teaching Strategies

Standards for Teaching and Learning Online

Sample Form for Observation of Online Faculty by Peer in an SPS Online Degree Program

Useful Checklist for Course Design and Management

SPS Academic Policies

Online Course Design

Helpful Hints and BB8 oddities for faculty course developers

Video of sample SPS Online Blackboard Course Site

Student Online Learning Preparedness Training at QCC, CUNY

Return to SPS Faculty and Course Development Program [1]

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Office of Faculty Development and Instructional Technology, School of Professional Studies (SPS)

From CUNY Academic Commons




The mission of the Office of Faculty Development and Instructional Technology is to provide faculty with the support and training that they require at all stages in their careers; to enhance the community of practice in order to promote greater teaching effectiveness, instructional innovation and faculty satisfaction; all with the goal of improving the quality of the student learning experience.


  • Align faculty development and instructional technology efforts with SPS program and instructional goals and initiatives for greater relevance and focus
  • Enlist the expertise of experienced faculty to help create and conduct faculty development activities and solicit the views of a broad range of faculty in formulating new or improving existing activities
  • Build a systematized and well-articulated network of faculty development that will result in the better integration of skills, knowledge and competencies
  • Offer a wide range of different activities, approaches and perspectives that can appeal to faculty at every stage in their teaching careers, whether teaching online, hybrid courses or face-to-face
  • Provide diverse delivery formats such as online faculty development and self-paced materials as well as f2f and one-on-one support so as to make it easier for all faculty to participate
  • Provide rigorous and engaging faculty development targeted to the special demands of online and hybrid teaching as well as for those using instructional technology to complement their face-to-face teaching
  • Structure faculty development activities in such a way as to promote sharing in a community of practice along with self-reflection
  • Emphasize practical application and readily implementable changes as a result of all faculty development activities
  • Promote best practices and highlight research findings that are relevant to teaching and learning and encourage faculty engagement in the Scholarship of Teaching and Learning, especially in regard to the use of technology in teaching
  • Continually assess the value and quality of all faculty development activities through various methods of analysis, including evaluation by faculty participants

To contact the Office of Faculty Development and Instructional Technology at

Current and Upcoming Programs

Certification Program for Teaching Online and Hybrid Courses

Preparation for Teaching Online: A Foundational Workshop for CUNY Faculty

Our newly redesigned 2-week workshop for new or new-to-online CUNY faculty preparing to teach online or hybrid courses was launched in January 2012. CUNY faculty must have permission from academic supervisors to attend this completely online and instructor-led training experience. Sessions are planned for at least three times per year.

The workshop models effective design and facilitation skills and addresses design issues, pedagogical approaches to teaching online and hybrid courses, as well as organization and management of an online class. It also provides an opportunity for faculty to become familiar with the environment of the Blackboard LMS from both a student and instructor perspective. For more information, here is the website describing this workshop and the scheduled sessions for the year ahead

Self-paced Technology Training

School of Professional Studies faculty desiring to learn new Blackboard skills or to review selected features and functions can access our new Self-paced Technology Training course site on Blackboard. The link will appear as “Self-paced Faculty Training“ when you log into Blackboard, under the My Organizations section.

This Blackboard site contains materials and resources that you can use on your own to refresh or learn new Blackboard or other technology skills. There are resources in different formats—step by step guides, short video tutorials, and podcasts. There is an area to pose any questions you might have and you can subscribe to the Q& A area as well so you will know when a question or response has been posted. Sylvie Richards and our talented Instructional Technology Fellows will be monitoring the area to answer your questions. So this is a dynamic area, and we welcome your suggestions about improving existing materials or adding new resources you feel would be most helpful. We will continue to add to this area, so we hope you will check back from time to time and see what we have to offer.

New to the School of Professional Studies and not yet on Blackboard? Check out our video tutorials and handouts providing an overview of Blackboard–

Faculty Development Day, for All SPS Faculty

Each year we offer a faculty development day for all SPS faculty to attend. Hold the date of March 30th 2012 for the 2012 faculty development workshop event organized around the themes of writing across the curriculum and using technology to promote writing (including how to design assignments using blogs and wikis). This event is for all SPS faculty, whether teaching face-to-face, online or hybrid courses. There will also be an opportunity for a hands-on lab to introduce Blackboard 9. Faculty will be welcome to attend one or more of the sessions during the day. Watch for our future email announcements with more detailed information in coming months. For those who cannot join us, we expect to offer at least a portion of the curriculum in a future online workshop.

Online, Asynchronous Workshops

Beginning in late spring 2011, we will be rolling out new instructor-facilitated workshops each semester, delivered online and asynchronously. These focused professional development workshops will provide an opportunity to explore various pedagogical and technology-related topics in the atmosphere of a faculty learning community. These workshops will typically be offered twice per year and in multiple sections, based on demand.

Ongoing, Technology Training Sessions—Online, Synchronous (Real-time)

These ongoing training sessions are offered by Sylvie Richards and our Instructional Technology Fellows. If you are on Blackboard, you should be receiving periodic emails about upcoming sessions. If you did not previously receive our calendar, a copy of the latest schedule as well as contact information and schedules for our staff is posted in the Self-paced Faculty Training classroom on Blackboard, described on this OFDIT website.
For those of you who are interested in a topic but unable to participate at a particular scheduled time, one-on-one sessions are also available upon request. You may also arrange for an in-person session. Contact Sylvie Richards or any of the Instructional Technology Fellows to make arrangements.


SPS faculty may contact OFDIT director, Susan Ko, to schedule an individual consultation on course design and teaching issues.

Faculty Peer Mentoring program

A newly constituted mentoring program for new faculty piloted in early 2012. Designed for online teaching faculty, faculty peer mentoring provides one-on-one support to new faculty for an entire semester from a faculty member with experience teaching for SPS. It provides for contact on an as-needed basis but also sets up a series of scheduled interactions for key points in the semester.

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ADA Compliance

From CUNY Academic Commons



Universal Design and Access (ADA)

Disability Definitions 

  • The Rehabilitation Act of 1973. The term “disability” means…a physical or mental impairment that constitutes or results in a substantial impediment to employment; or…a physical or mental impairment that substantially limits one or more major life activities. 29 USC §705(9). Individual with a disability…[T]he term “individual with a disability” means…any person who (i) has a physical or mental impairment which substantially limits one or more of such person’s major life activities; (ii) has a record of such an impairment; or (iii) is regarded as having such an impairment, 29 USC §705(20)(B).
  • The Americans with Disabilities Act. The term “disability” means, with respect to an individual—(A) a physical or mental impairment that substantially limits one or more of the major life activities of such individual; (B) a record of such an impairment; or (C) being regarded as having such an impairment. 42 USC §12102(2).
  • New York State Human Rights Law. The term “disability” means (a) a physical, mental or medical impairment resulting from anatomical, physiological, genetic or neurological conditions which prevents the exercise of a normal bodily function or is demonstrable by medically accepted clinical or laboratory diagnostic techniques or (b) a record of such an impairment or (c) a condition regarded by others as such an impairment, provided, however, that in all provisions of this article dealing with employment, the term shall be limited to disabilities which, upon the provision of reasonable accommodations, do not prevent the complainant from performing in a reasonable manner the activities involved in the job or occupation sought or held. Executive Law §292(21).
  • New York City Administrative Code. The term “physical or mental impairment” means a physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological; musculoskeletal; special sense organs; respiratory, including speech organs; cardiovascular; reproductive; digestive; genito-urinary; hemic and lymphatic; skin and endocrine; or a mental or psychological disorder, such as mental retardation, developmental disability, organic brain syndrome, emotional or mental illness, and specific learning disabilities. It includes, but is not limited to, such diseases and conditions as orthopedic, visual, speech and hearing impairments, cerebral palsy, epilepsy, muscular dystrophy, multiple sclerosis, cancer, heart disease, diabetes, alcoholism, substance abuse, and drug addition. Admin. Code §8-102(16)(b).

Section 503 – Section 503 of the Rehabilitation Act of 1973, administered by the U.S. Department of Labor’s Office of Federal Contract Compliance Programs, applies to all federal contractors and subcontractors with contracts of $10,000 or more. It mandates affirmative action to employ and advance in employment, qualified people with disabilities. In addition, it requires all recipients with 50 or more employees and one or more federal contracts of $50,000 or more to prepare and maintain affirmative action programs.

Section 504 – Section 504 of the Rehabilitation Act of 1973 prohibits discrimination against qualified individuals with disabilities in federally funded programs and activities. The Justice Department’s Disability Rights Section is responsible for coordinating government-wide efforts to comply with Section 504.

The Americans with Disabilities Act – The Americans with Disabilities Act (ADA) guarantees disabled people access to employment, public accommodations, transportation, public services and telecommunications. The ADA provides comprehensive federal civil rights protection for people with disabilities.

New York State Human Rights Executive Law 296 – Executive Law §296(1)(a) makes it an unlawful discriminatory practice for an employer to refuse to hire or employ or to bar or to discharge from employment a disabled individual or to discriminate against such individual in compensation or in terms, conditions or privileges of employment. Executive Law §296(3)(a) requires an employer to provide reasonable accommodations to the known disabilities of an employee, prospective employee in connection with a job or occupation sought or held or participation in a training program. Executive Law §296(b) provides that nothing contained in this subdivision shall be construed to require provision of accommodations that can be demonstrated to impose an undue hardship on the operation of an employer’s business program or enterprise. Executive Law §296(7) makes it unlawful discriminatory practice for any person engaged in any activity to which this section applies to retaliate or discriminate against any person because he or she has opposed any practices forbidden under this article or because he or she has filed a complaint, testified or assisted in any proceeding under this article.

ADA/504 Compliance Coordinator – The 504/ADA Compliance Coordinator is appointed by the President. This person is responsible for:

  • Monitoring the college for 504/ADA compliance
  • Resolving issues before they become potential grievances
  • Making sure that disabled employees are accommodated
  • Making sure that disabled students receive the same opportunities that other
  • students receive in the most integrated fashion
  • Providing training to those who must interact with the disabled.

504/ADA Committee – The 504/ADA Committee serves as an advisory committee to the 504/ADA Coordinator. The committee assists in formulating new ideas and monitoring the College for 504/ADA Compliance. The Committee is comprised of representatives from various divisions, departments, programs, and services that make up the College. The Coordinator for Disabled Student Services is a member of the committee.

Reasonable Accommodations – The term “reasonable accommodation” means actions taken which permit an employee or prospective employee with a disability to perform in a reasonable manner the activities involved in the job or occupation sought or held and include, but are not limited to, provision of an accessible worksite, acquisition or modification of equipment, support services for persons with impaired hearing or vision, job restructuring and modified work schedules; provided, however, that such actions do not impose an undue hardship on the business, program or enterprise of the entity from which action is requested. New York State Human Rights Executive Law §292(21-e)

People with Disabilities, Tech.  & the Law with Tim Spofford

Nov. 1, 2010: Tim Spofford presents a public lecture to the university community on the functional and legal importance of ensuring that university technology such as web pages and applications can be accessed by people with disabilities.

Web Accessibility Webinar

Web Accessibility: Know Your Responsibilities

This broadcast was presented by Debi Orton, Manager of Web Services, GOER on October 7, 2010 via Elluminate.
Sponsored by:

  • NYS Disability Services Council
  • Sharon Trerise, Coordinator of Disability Services, Cayuga Community College

Live captioning provided by DBTAC Northeast ADA Center

Creating ADA Compliant Online Courses

“Creating Accessible E-Courses for All Students” project was designed and developed by MS in Instructional Technology student Sheri Anderson to create accessible online courses that meet Americans with Disabilities Act conditions. This project was a requirement for MIT 515: Web Teaching: Design & Development completed in Spring of 2007 under the direction of Dr. Jennifer Summerville.

This course was created using the Course Management System, Blackboard Vista. Please following the following instructions to view the course.

  1. Go to:
  2. Click on UNC Wilmington
  3. Click Log In

Username: sheri_guest
Password: uncw12

Additional Resources

CUNY Assistive Technology Services Website

CATSweb is an online resource for CUNY‘s assistive technology professionals. CATSweb will provide a unified channel of information on best practices, emerging technologies and tested solutions that provide access to CUNY students with disabilities.

University of Washington’s Technology and Universal Design website

Web Resources, Overview and Value of Technology Access for People with Disabilities, Assistive Technology, and Universal/Accessible Design of Information Technology. (

Resources for Teaching and Learning with Technology | ePortfolios Across CUNY: Aggregating and Integrating Information

On Pedagogy Course Management

From CUNY Academic Commons



Class Behavior


Academic Integrity

Resources on CUNY Acaddemic Commons

Course Opening

Module 0: Orientation and Training Module-Initial Engagement-Welcome-Icebreaker Activities

Basic Idea: A time for online orientation and training for students taking an online class
In the first days of the semester, and better yet a week before the semester begins, it is a best practice to have students taking an online class have access to the course site so that they might enter and familiarize themselves with the site. The time for this Module 0 would be from one week before the first official day of class until a day or two into the semester to give the “late comers” a chance to get into the class site and catch up to the others.

It is important that come the first day of instruction students should have a fairly good understanding of the basic elements of the course, including:
• The course site: access and elements
• Navigation through the course site
• Basic course requirements-syllabus
• Calendar-Course Schedule- due dates
• Basic Learning activities-readings, discussions, group work, exams, assignments etc…
• Practice with all the basic tasks and operations
 Email
§ copy and paste
§ taking quiz
§ submitting assignments
§ participating in the discussions
§ low stakes writing or postings

Elements of Module 0
1. Welcome Message
2. Icebreaker Activities
3. Introductions
4. Notes on Netiquette-class comportment

Sample of a MODULE 0 Course Orientation and Training – by Dr. Philip A. Pecorino, QCC, CUNY


Well, congratulations on entering the class site and getting this far. Now we get into it. If you got this far you can make it through the rest of this. I look forward to working with all of you and hope that we will produce successful outcomes for each one of you taking this course.
<<<<< Check out what all the buttons on the left Navigation Bar or Column have in them. Explore the site.


OK, let’s get started by having you explore the course site and learn about the requirements and what we will be doing here. For this first module or learning unit you are expected to do the following TEN things! Yes TEN (10): For these first few days you are expected to do the following TEN things! Yes TEN (10). I repeated that. Why? It is very important. Why? Well, by the time you are finished you should know all that you need to know about this class and what is required to do well in it.
1. Read all the documents that are part of COURSE OUTLINE using the link COURSE OUTLINE Be sure to read How you will be evaluated! It is the course SYLLABUS. There are a lot of items in the COURSE OUTLINE be sure to read ALL OF THEM.

2. <<<< Check out what all the buttons on the left Navigation Bar or Column have in them.
Check and Print out the CALENDAR – under COURSE OUTLINE or CALENDAR or SCHEDULE ! It is important for you to know and observe the DUE DATES for all required activities.

3. In the Blackboard (BB) class site, read (or open and just quickly note) what is in the BB Student Manual- HOW? Go to the button marked TOOLS and then click on MANUAL.

4. INTRODUCE YOURSELF –enter the Blackboard (BB) class site and Introduce yourself and your WEBSITE and/or ePortfolio to your classmates under the DISCUSSION BOARD (DB) – INTRODUCTIONS HOW? Go to the button marked DISCUSSION BOARD or marked COMMUNICATION and then click on DISCUSSION BOARD. Click on it and enter the DB. Click on INTRODUCTIONS. This is an area for you to introduce yourself to the class and where you can go to meet the others that are in this course. Post an item to start a discussion, or read other students’ responses if there are any, and make a response.
You will find my profile by clicking the Staff Information button in the Opening of the Course. Check this area to meet the others in this course. Since profiles will be posted as people join the course for the first time, you may have to return to this area several times to see the latest entries.

With online courses that use various class sites and programs such as BlackBoard it is a good thing for students to have a Personal site and ePortfolio rather than a course specific site or HOMEPAGE. So, there are now provisions for personal e-portfolio sites. These are your personal pages or wiki or blog for others to see- you determine who sees what via the Share options. You can grant access directly to your site to anyone and everyone in the world. You will have your own internet site.
******Let your classmates know the address of your personal ePortfolio/webpage/website****** Post it with your INTRODUCTION in the BB site under INTRODUCTIONS
My EPSILEN site is
5. Create your ePortfolio / Personal Page use EPSILEN ( at QCC)
Students please set up your eportfolio, if you do not already have one, and into which you will place some materials from this course including:
• Your reflections on your learning in each module
• Your best examples of your written work using the dialectical method of inquiry.
.At QCC l use the EPSILEN ePortfolio site (free).
EASIEST go to and click Epsilen Login in the upper right-hand corner. And, once you have created your own account, then you can just bookmark that URL which will look like:
In your EPSILEN site what you do is create a FOLDER using the title of the course(e.g., PHI 101 or PHI 301) and then inside the folder place the files made available to others that will be labeled
HELP DESK for EPSILEN sites to check the Open ePortfolio Lab Schedule. 14 open – walk-in – no appointment necessary – hours staffed by Student ePortfolio Mentors. Call 718 631 6624 718 631 6624 Mon -Fri 9 to 5.

In your ePortfolio site what you do is create a FOLDER using the title of the course(e.g., PHI 101 or PHI 301) and then inside the folder place the files made available to others that will be labeled
6. COPY and PASTE PRACTICE. Create a question or answer in a word processor and copy and paste it into the DISCUSSION BOARD under QUESTIONS and SUGGESTIONS FOR THE PROFESSOR HOW? Go to the button marked DISCUSSION BOARD or marked COMMUNICATION and then click on DISCUSSION BOARD. Select an item under QUESTIONS and SUGGESTIONS FOR THE PROFESSOR to which you wish to reply. Then minimize the internet browser (IE) and open the word processor WORD or some other that you use. Keyboard your response or question for the discussion. Copy and paste all the material there into the space for discussion concerning the first discussion item that you selected and then submit it.


Prepare a word processed document with the answers to the three (3) questions below and then send it to the Professor through Email You must use the CUNY email address supplied by this college!!!!!!

1. What is Written Assignment Number Five(5) for Module Five? Copy and paste it into the document.

2. When is written assignment Seven(7) due?

3. What must you do to get the maximum number of points for the discussions in each of the modules?

HOW? After answering all three, save your file (document) as a WORD or a DOC or TXT file. Then send the EMAIL to my QCC email address Do not send attachments!!! Copy and paste your text from the word processor directly into the message window of the email.
As a CUNY student You must use the CUNY email address supplied by this college!!!!!! Each and every registered student has an email account.
If you do not have an address acceptable to this instructor you will have 10 days to get and use the college supplied email address and notify the instructor from the new address.
When sending email ALWAYS In the subject line put: first name, last name, class number, section, ASSIGNMENT# or QUESTION or HELP
After an assignment has been received, it will be graded and the feedback shared with you either by E-mail or by the use of an on-line grade book WebPages found by clicking on GRADES..

8. READ the Student Reviews and Comments about this class.

9. ENTER the Blackboard (BB) class site and go to the STUDENT CAFÉ in the DISCUSSION BOARD area of the BB Course Site.

This is a discussion area for our class outside the context of a particular course module. Just as you have the opportunity to talk or chat with each other or with the instructor when taking a conventional classroom course, you should also have the opportunity to do the same in a web course. The STUDENT CAFÉ is available only to students enrolled in this class to post and/or read messages and respond. These can include questions or comments to other students about course material, assignments, readings, etc. It is also a place where you can go to socialize and have open discussion on subjects of your interests.
You will find the STUDENT CAFE in the DISCUSSION BOARD section of the Course.`

10. RELAX It looks like it is a lot but it is no more than any other class only just made more accessible and convenient and more is explained in text at the start.
Oh and what it comes down to is this: The following learning activities apply to each module:
1. Read the assigned textbook material.
2. Participate in the Discussions- post a minimum of 3 different days each week (Summer session 2days of every 3)
3. Respond to discussion questions submitted by the instructor.
4. Create and submit a discussion Student Led Discussion question about the material. At least one in each module.
5. Respond publicly to some or all of the questions submitted by other students and any responses from the instructor.
6. Reply to students who respond to your question and responses.
7. Participate in the Group Activity each module.
8. Submit the written assignment each module.
Have a great semester and your efforts will be rewarded with a well earned good grade

If for some reason you cannot get access to the Blackboard Program PLEASE understand that all materials for this course except for the DISCUSSION BOARD are located in two sites outside of BlackBoard and you can access them directly at any time. That means that the online textbook is available at the two sites as well. There is no reason why you cannot proceed with all work with this course should one course site not be available. There will be a second discussion board site as well should the first program not be accessible for any significant length of time. Remember DO NOT PANIC !!! You will not be penalized for the failures of the university’s system.

I insert an opening video to explain the Module 0 Introduction to Philosophy Intro Mod 0
Introduction to Philosophy Intro Mod 0 VIDEO>>>


Here’s the place where we can start to get to know each other. The best place to start would be with some basic information about yourself and your academic interests, hobbies, reasons for taking this course etc… [Click Add New Thread to post your own introduction. You can also click Reply under a classmate’s to reply.]
Don’t forget to create your Eportfolio and give us your url

Why are you taking this course in the Online Mode?

How many points is participation in these discussions worth? Why do you think the course has this feature?

What is due on 10-10-10 ?


How do you think the online course will be different from the ordinary classroom?

In this class the instructor will attempt to form the class into a Learning Community. What do you think that means? What advantage is that to you? What will you need to do to participate in a Learning Community?

What do you think will be the hardest part of this course to learn about ?


Class Behavior Whether in a face to face traditional classroom or in a virtual online classroom we need to establish and maintain an environment that is conducive to teaching and learning. Please assist me in doing this. We cannot tolerate any behavior that is disruptive in any manner nor undermining the instructional program.
Unacceptable behavior including but not limited to behavior that is distracting, disruptive, undermining or insulting or demeaning will not be ignored and will be reported if not halted immediately upon request from the instructor. In the online virtual classroom repeated offenses will result in being barred from participation in the class.
Postings to Discussion Board
Please follow these Terms of Service or Conditions for Use: INSERT ANY NETIQUETTE STATEMENT HERE, e.g.,
• No sloppy postings, please use a spell check and then copy and paste into the discussion box
No inflammatory messages, count to 10 before posting, No (masked) vulgarity,
No trolling
No spamming,
No mentioning of pink elephants, etc
YES, be polite
Yes, be helpful
Yes, copy and paste materials into your posts to support your positions
Yes, ask questions of your classmates
Yes, point out inconsistencies, contradictions and vagueness
Yes, respond to those you respond to you in acceptable posting language.
Do NOT use all CAPITAL letters. It is considered rude to do so.
No spelling short cuts or emoticons,
No lower case “i” in referring to one’s self.
No sentence fragments and sentences that begin without an upper-case letter.
Is there any question or issue you need to bring up at this time?

Well if you are here into this DB and reading this lead off item you have come quite far already into this class. You have probably learned a good deal about the class site and the class requirements already. So RELAX a bit now. Read the message posted by the instructor inside this forum and reply to it.

Here is the message that might be posted inside of this forum to lead off.

“OK now what does all of this amount to, anyway? This is an online class and each week you need to do a few things. You will read and think and discuss and think and do a bit of writing. When you think about it most of your grade is earned by making an effort to involve your self with this class. There are a lot of activities for which you will earn “points” and there are no RIGHT or WRONG answers involved at all. More than half of your final grade is the result of effort alone. You do need to work each week. There will be a one week break in the MIDDLE of the semester. A bit of a breather there and at the end a week to evaluate all that has gone on in the class.

NOW what I would like each of you to do is two things:
1) summarize what you think is needed to do well in this class (activities, resources, time) and estimate you chances to get that done.
2) read what each of your classmates post and make comments on their postings if you think that they are over or under estimating what is needed.”

Engaging Students

HOME | Teaching and Learning with Technology )

On Pedagogy Course Design Hybrid or Blended Courses

From CUNY Academic Commons


Hybrid or Blended Courses

Creating a Hybrid College Course: Instructional Design Notes and Recommendations for Beginners– at MERLOT

CUNY Hostos Community College Standards-Hybrid-Requirements pdf (99.806 Kb)

The Biggest Decision in Hybrid/Blended Course Development by Philip Pecorino, CUNY

Source: University of Wisconsin at Madison

On Hybrid Classes- many Resources
A Closer Look at Hybrid Courses
Why Teach Hybrid?

Sample Hybrid Courses

Student Resources

Faculty Resources and more from Source: Durham Technical Community College
Hybrid Classes: Maximizing Resources and Student Learning

Return toCourse Design

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Information Literacy Resources @ CUNY

From CUNY Academic Commons

With 20 libraries throughout the university, it’s not surprising that CUNY library faculty have created a wide variety of tutorials and guides for research, library materials, and information literacy. Here’s a sampling of the wonderful tools and resources available for faculty and student use in all disciplines, compiled by LILAC, the Library Information Literacy Advisory Committee. Please feel free to add to this list!


Getting Started with College Research This City Tech tutorial is a textual, click through introduction to starting the research process: reading about a subject, choosing a topic, identifying keywords, constructing a concept map, getting help from a librarian. As its name indicates, it’s strictly about “getting started,” and does not address how to take what you’ve learned and apply it to searching library resources.

Formulating a Search Strategy This is an excellent 5 + minute tutorial, (slides w/audio presentation) about how to create a search strategy using keyword concepts and Boolean connectors. It is clear and includes an 8-question quiz and a printable summary of the lesson.


Find a Book by Author in the Library Catalog A short (two minutes, no audio) Hunter College video tutorial about how to start at the library’s homepage and look up a book in the catalog by author. The tutorial is Hunter-specific, but could be used by any CUNY school, once inside the CUNY Library Catalog the directions are useful no matter which CUNY school you attend.

The LOOP The LOOP (Library Online Orientation Program) website provides a comprehensive introduction to the Brooklyn College Library. While much content is BC-specific, the Books and Articles pages in the Doing Research section contains tutorials relevant to all researchers. (A quiz is included, though it is only available to Brooklyn College students.)

Finding a Book on the Shelf Using the Call Number This clear and straightforward one-page guide from LaGuardia Community College uses images and text to explain how to use Library of Congress call numbers to find books in the CUNY libraries.


Guide to Research for Oral Presentations This Baruch College tutorial is a text-based introduction on how to use databases to find articles, how to evaluate sources, and how to cite them in oral presentations. With additional links to other resources, such as how to create oral presentations, steps of the research process, Boolean searching, etc.

Beginner’s Guide to Business Research This Baruch College video tutorial is an introduction to doing business research. It covers how to find information from two major sources: company websites and business databases. It also addresses the disadvantages of relying on the free web for company information. Includes a short quiz to test your business research skills.

Introduction to Mutual Funds This 30 minute video tutorial from Baruch College provides an introduction to mutual funds, including definitions, how and why to buy, and how to track mutual fund performance.


MLA Citation Guide This online guide to MLA Style for Students (7th edition) from LaGuardia Community College offers explanation of the elements of each citation type as well as detailed common abbreviations and in-text citation guides. What will prove helpful for users is the notation of the rule upon which each example is based from the MLA handbook should users require additional reference.

APA Citation Guide This online guide to the revised APA style manual from LaGuardia Community College offers a list with examples of all media, electronic, and print citation formats. It also includes a detailed guide to in-text citations and abbreviations. Each example is accompanied by reference and page to the source from the APA manual.

Course Management Systems

From CUNY Academic Commons

aka Learning Management Systems, Virtual Learning Environment

CMSs are online software used to facilitate student learning. While their overall features vary some common components are: a protected space for posting course information, uploading files, grading, quizzes and tests, forums, groups and email. More recently collaboration and communication tools such as chat, IM, blogs, wikis, virtual whiteboard and video conferencing have been added.

List of Course Management Systems

Blackboard This commercial software is the big player in the higher education CMS industry. Through its adoption by colleges and through purchases of competitors and partners (WebCT, ANGEL Learning, Wimba, Elluminate and more), it is used by more colleges than any other commercial system. It is also the official CUNY-wide system. The core product is Blackboard Learn (now at version 9.1), and its functionality can be extended by other Blackboard products such as Blackboard Connect, a kind of campus-wide messaging system, and Blackboard Collaborate, which leverages Wimbo and Elluminate to for a number of synchronous educational activities (chat, virtual office hours, peer-to-peer). 

You can find all wiki content categorized as Blackboard related at this wiki page. Blackboard has recently released Course Sites, an a free (gratis, free as in beer) site powered by Blackboard Learn 9.1, Blackboard Connect and Blackboard Collaborate.

Comparison of Course management Systems at edu tools

Blackboard at CUNY

Version 8 Information for Faculty, Tips and FAQ’s

Version 9.1 Information, Instruction for Faculty, Tips and FAQ’s

Desire2Learn The only other commercial CMS that is a major competitor to Blackboard (D2L has hundreds of colleges to Blackboard’s thousands). It shares many of the same features as Blackboard but with a different user interface and approach.

Blackboard at one point sued D2L over patent infringement on CMS/LMS patents Blackboard held. Both companies have since agreed to settle the suit. Part of what also came out of this is that Blackboard pledged not to assert it’s patents against any Open Source systems. The two most used systems are listed below.

Moodle is the most widely deployed open source CMS (thousands of installations). It contains many of the same features as Blackboard. This page has a comparison of the features in Moodle and Blackboard.

Sakai is the other open source system most commonly used in higher education. It has now split into two versions: Sakai CLE (Collaboration and Learning Environment) and Sakai OAE (Open Academic Environment). Sakai CLE is the system that has been used for a number of years. Sakai OAE is a new environment

Engrade is an online gradebook that is provided free (gratis, free as in beer). It’s been around since 2003 and is the product of wealthy investors who wanted to create a free tool for teachers. It is most likely the widest used online gradebook. It has also added more LMS-like features such as messaging, quizzes, discussions, wikis, flash cards and attendance. While Engrade can be used by school systems (and has adoption in k12) it is also marketed directly to educators and claims over 2 million users.

The Basic Concepts in Instructional Design

From CUNY Academic Commons


The Basic Concepts in Instructional Design

by Randy Rezabeck

Instructional Design – the systematic process for preplanning and organizing all resources, learning activities, communications mechanisms, and feedback and assessment activities necessary to result in active student learning.

Active Learning -Student learning occurs because of what the learners themselves do, not necessarily because of what the professor does. Learning requires frequent cognitive engagement and is dependent upon the level of effort put into it. At its most basic level, learning is a process of acquiring new information, thinking about it, reflecting upon its meaning, and then applying it to the real world to test its validity.

Andragogy – the art and science of helping adults learn, as opposed to Pedagogy, the art and science of teaching children. Whereas pedagogy is teacher focuses, andragogy is learner centered. Adults have some unique characteristics which influence how they learn. Specifically, they tend to:

Be more highly motivated and self directed See the teacher as a resource rather than an authority figure Hold attitudes, values and beliefs based upon life experience Be focused and goal directed Want to learn for immediate application Consider time as a scarce and precious asset For further information see:

Instructional Interaction – The flow of communications and activities within the structure of a course. There are three primary types of interaction; 1) interaction between the professor and students, such as discussions, 2) interaction between students, such as group assignments, peer tutoring, and socializing, and 3) interaction between students and information resources, such as active reading of the textbook, research assignments in the library, or searching the internet. A well-designed course should utilize all three forms of instructional interaction.

Learning Guidance – Advice given by the professor to help students in their learning efforts. This could be specific advice, such as mnemonics to help memorize specific information or techniques for highlighting important concepts in their readings; or more generalized advice such as good resources to explore for term paper topics, recommendations to the writing center, etc.

Feedback -Informal but frequent advice given to specific students as to the quality of their performance with recommendations to help improve their learning. The purpose of feedback is to help guide and direct students efforts to meet specific learning outcomes. . Feedback should encourage students to think and reflect upon their learning and to adjust their application of it to the real world. Feedback can include encouragement, and can also be provided by fellow students.

Assessment – Formal judgment as to the quality of a student’s performance (grades). Assessment can take many forms beyond traditional paper and pencil tests, but all assessments should strive for relevance, authenticity, and fairness. Most importantly, they must be tied directly to the course objectives.

Student Learning Outcomes – general statements as to what a student should know and be able to do at the completion of instruction. They should reflect the knowledge, skills and abilities that a student will gain in the course.

Instructional Objectives – are specific statements derived from student learning outcomes which address three components of learning: conditions under which the learning will take place, the performance that the student will engage in to demonstrate mastery of the objective, and the standards which will be applied to evaluate the quality of the performance. Instructional objectives can be utilized in two ways:

Terminal Objectives – which reflect the outcomes for each major topic in the course.

Enabling Objectives – which reflect the various steps, components, and background knowledge that must be learned in order to master the terminal objective.

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