The Griff Guide To Teaching Online

The Griff Guide to Teaching Online |Copyright
The Griff Guide to Teaching On-line

created by: Leah (Sciabarrasi) MacVie
Canisius College
Copyright ©2009 by Leah MacVie and Canisius College

All rights reserved.
This guide may be freely distributed, printed, adapted and reproduced for educational
purposes, provided that copies are not made or distributed for direct commercial advantage,
when proper credit of the source is given.
Cover photograph and Canisius College Logo Copyright © Canisius College.
All images within the guide are used with permission from the Microsoft Clipart Gallery.
We are grateful for the assistance of Rose Twardowski, Patricia Coward, Christopher Filkins
Jessica Blum and the Canisius College FacTS staff in the creation of this guide.
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The Griff Guide to Teaching Online |Table of Contents
Table of Contents
Welcome to Teaching On-line 4
Planning your On-line Course 7
Designing your On-line Course 13
Forming Engaging Discussions 20
Developing Creative Activities 24
Assessment and Measurement 29
Navigating and Managing your Course in ANGEL 33
Glossary 57
Resources 59
References 63
Appendix 64
Table of Contents
a. Teaching Goals Inventory and Self- Scorable 64

Worksheet
b. Best Practices for Canisius College Faculty 69
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The Griff Guide to Teaching Online |Welcome
General Product Description:
Welcome to Concept: The Griff Guide to Teaching On-line is
Teaching On-line!
an instructional, tutorial style product. It is a guide
that provides the user with the basics to planning,
developing and teaching a course on-line. It is
flavored with educational technology enhancement
This guide will introduce you to the basic concepts of ideas and educational research to support the concepts.
setting up your first on-line course at Canisius College. The Guide provides many resources for the
The guide serves as both a companion to the On-line instructor to run with, as well as helpful tutorials for
Course Development Workshop and as a crash course users to apply immediately if they wish to do so.
to teaching on-line. It is flavored with educational
technology enhancement ideas and educational Learning Objectives
research to support the concepts. Users of this guide will:
Technology:
This guide is divided into two parts. The first part will □□ Become acclimated to the learning management
Welcome to Teaching On-line!
address all the components of an on-line course and system environment.

some careful considerations for each of them. The □□ Learn about potential technology enhancements
second part will walk you through physically setting up beyond the learning management system.
your course in the Canisius College learning
management system. Planning:
□□ Develop a plan for building their on-line course.
□□ Develop a content outline.
About the Guide □□ Develop course objectives.
Audience □□ Address issues of diversity.
This manual is a guide for those teaching or wishing
to teach on-line. Although this guide was created with Delivery:
Canisius faculty in mind, its secondary purpose is the □□ Develop an Introductory Folder.
general public interested in on-line education. □□ Choose delivery methods for course content for
each week.
The intended audience is all (current and future) □□ Develop engaging discussions.
on-line instructors at Canisius College. □□ Develop creative activities.
□□ Current Canisius on-line instructors
□□ Canisius instructors teaching blended or hybrid
courses
Prior Knowledge
This guide is meant to cater to individuals who are new
□□ New Canisius on-line instructors who have gone
to on-line instruction and learning management
through the New On-line Course Development
systems. There is no prior knowledge needed.
Workshop
□□ New Canisius on-line instructors who have yet
Suggested Resources
to go through the New On-line Course
Participants are not required to purchase any
Development Workshop
supplemental textbooks, software or resources.
However, we recommend the On-line Teaching and
The secondary audience is all other (current and future)
Learning Series, specifically, Engaging the On-line Learner
on-line instructors.
by Rita-Marie Conrad and J. Ana Donaldson.
□□ Current on-line instructors
□□ Instructors teaching blended or hybrid courses
□□ New On-line instructors
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|Welcome
The Griff Guide to Teaching Online
Seven Principles of Effective On-line Teaching (Chickering & Gamson, 1991)
Principle 1: Student-Faculty Contact
Provide clear guidelines and policies regarding communication.
□□ Policies should be put in place describing types of communication and when they should be used. For
example, you may have students send technical support questions to “tech support,” and explain what the
public discussion forums should and should not be used for. Additionally, standards should be set for the
amount of time necessary for the instructor to respond to e-mails.
Principle 2: Cooperation Among Students

Discussion boards and group assignments should be designed to facilitate cooperative “meaning-making” among
students.
Here are some suggestions for creating an environment for meaningful discussion:
□□ Learners should be required to participate (and their grade should depend on participation) and clear
expectations for discussions should be posted.
□□ Evaluation should be based on the quality of postings (and not the length or number).
Principle 3: Active Learning

Course projects and interactivity should be an important part of the on-line course.
□□ Students discuss what they are learning, write reflectively about it, relate it to past experiences, and apply it
to their daily lives.
Principle 4: Prompt Feedback

Instructors need to provide two types of feedback: information feedback and acknowledgment feedback.
□□ Information feedback – providing an answer to a question, comments, or a grade for an assignment or test.
When the instructor gets too busy for personal communication, some comments can be sent to the entire
class. Obviously, grades need to be communicated to each student personally through assignments and
the gradebook. Information assessments should start early on, and reoccur often.
□□ Acknowledgement feedback – confirming that an assignment or question has been received and that a
response will be made soon. Students often worry that you have not received their assignment. A quick
acknowledgement when the assignment is received will prevent time-consuming e-mails later.
Principle 5: Deadlines
On-line courses need deadlines.
□□ Regular deadlines help busy students avoid procrastination and encourage regular communication with
the instructor and other students.
Principle 6: High Expectations

Challenging tasks, sample cases, and praise for quality work communicate high expectations.
□□ Instructors should communicate high expectations through challenging assignments or discussions.
Additionally, praise of exemplary student work encourages other students to work on that same level.
□□ Instructors should never repost students’ work without permission.
Principle 7: Diverse Talents and Ways of Learning

Students need opportunities to show their talents and learn in ways that work for them.
□□ Instructors can provide guidelines for a project but allow students to choose a topic that interests them.
This practice gives students a sense of control in their education and encourages more diverse points of
view.
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The Griff Guide to Teaching Online |Welcome
Teaching and Learning On-line
Role of the On-line Faculty
Teaching on-line requires a paradigm shift for
instructors. Teaching on-line is much different than
teaching face-to-face (f2f). Instead of lecturing to
students, instructors engage in an interactive
exchange of information.
The on-line courses at Canisius College are delivered

via a learning management system (LMS), which offers
students many opportunities for engagement and
interactivity. This type of interactivity would otherwise
be experienced in a f2f classroom. Instructors should
avoid posting pages worth of lectures for students
to read, and instead focus on delivering the main
objectives through these interactive elements.
Working with Virtual Students

The paradigm shift in on-line education is not only for
instructors, but for students as well. Students need to
become accustomed to working in the
on-line environment and with the technology at their
fingertips. They must learn to be self-managed and
observant. You will find that not all students easily
adapt to learning on-line, one reason why on-line
instructors must develop a course that is consistent and
engaging.
On-line instructors should create a supportive

community for students to learn in. All successful
on-line courses provide an orientation, vary activities to
address different learning styles, and empower students
to take responsibility for their learning. As instructors,
you must be constantly aware of student needs and
participation levels, and the LMS makes this a relatively
easy process.
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The Griff Guide to Teaching Online |Planning
Planning your ADDIE
Analyze: your student population, overall goals for
On-line Course the students, amount and level of content needed

for the course and course level, resources needed
There are many concepts to consider when developing Design: a course outline, course templates,
a course on-line. First and foremost, an on-line objectives for each week, activities for the course,
instructor must understand that teaching on-line is discussions for the course, final project for the
very different from teaching face-to-face (f2f). You course, assessments for the course, syllabus for the
cannot simply take f2f lesson plans and copy them course
into an on-line course. Instead, you must carefully
architect an effective on-line course that caters to Develop: develop the course itself, set up the
different learning styles and meets the course objectives gradebook, link activities to the gradebook, set up a
a virtual environment. There is much that can be lost course calendar
in translation, particularly tones and meanings behind
Planning your On-line Course
statements. Implement: conduct the course, create

announcements, send e-mails, grade students,
On the plus side, teaching on-line can be extremely provide feedback, and assess students
rewarding if it is well planned. It can offer you more
time to concentrate on student needs, while the Evaluate: evaluate student results, evaluate student
learning management system (LMS) tackles some of the feedback, and plan revisions for the next term
grading. It also seems to encourage lifelong learning
and soft skills proficiency, such as time-management
and organization. This first unit will provide you with
Planning for Class Size
tips on how to effectively plan out your course by
One of the dilemmas that plagues on-line learning is
developing a course outline, creating course templates,
managing course size. You will have to decide what
and gathering resources before you even begin to
suits your teaching style best. Some suggestions are:
develop your course in the LMS.
□□ Split discussions into study groups (discussions
Current Strategies forums with small groups) and have them work
ADDIE out an issue. At the end of the week or the next
Perhaps you have heard of the term “instructional week, each group can facilitate their topic and
design,” or the process by which instruction is conclusion after discussion.
improved through the analysis of learning needs and □□ Have designated students host discussion forum
systematic development of learning materials. Although topics throughout the term. It can be part of
instructional design principles do not always exactly their research paper or project for that course.
match the goals of course development in education, □□ Split discussions into teams, allowing students
the base principles can oftentimes be used as a starting to see discussions only among their team
point for developing effective courses. members.
For example, the Instructional Systems Design (ISD)

model “ADDIE” can be used to effectively build an
on-line course. ADDIE stands for Analyze, Design,
Develop, Implement, and Evaluate.
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The Ignatian Pedagogical Paradigm Developing your Course Learning

The Ignatian Pedagogical Paradigm is a model that
speaks to the Jesuit teaching-learning process, Goals and Objectives or Outcomes
addressing the teacher-learner relationship, with It is important to identify the key learning goals and
practical meaning and application for the classroom. objectives (or outcomes) for your course. Because
each program may have specific terminology, please
check with your department chair or director to find
Ignatian Pedagogy embodies five key teaching elements:
out more about how your program identifies and
1. Context: What needs to be known about
assesses student learning. This will be the first step in
learners (their environment, background,
developing your own course learning goals, objectives
community, and potential) to teach them well?
or outcomes.
2. Experience: What is the best way to engage
learners as whole persons in the teaching and
learning process? What are Learning Goals?
3. Reflection: How may learners become more Learning goals answer two questions:
reflective so they more deeply understand what □□ What do you want students to know by the time
they have learned? they finish the course?
4. Action: How do we compel learners to move □□ What do you want students to be able to do
beyond knowledge to action? with what they know?
5. Evaluation: How do we assess learners growth
in mind, heart, and spirit? There is no right way to develop learning goals. In fact,
there can be many different ways learning goals are
developed.
Who are your students?
Today’s students, and their expectations, have changed.
Purposes for Learning Goals in the Course
Collegiate students now range in their technological
□□ Identify course goals to students and increase
abilities and professional experience. We are educating
awareness of their own learning.
students for jobs that haven’t even been created yet.
□□ Provide frameworks for course design,
Schools are trying to keep up with evolving networking
development and redesign.
strategies, sharing capabilities and methods of
□□ Act as a map for curricular assessment and
communication.
change.
In many ways, most classrooms are conducted the same
Tips for developing your Learning Goals
way they were conducted 100 years ago. Many of the
□□ Allow the logical sequence of the content to act
learning theories we still reference today were created
as a guide.
over 40 years ago. Today’s students have to be trained
□□ Think about how this course fits into the
on HOW to use the technology in their learning, so
program and what students will need to do in
that they know how to best apply it in their life. It is
the next sequence.
important to continually assess your students so that
□□ Make your goals specific, not generic.
you can best address your content to your course’s
population.
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□□ Be sure the assessments align with the Learning What are Outcomes?
Goals. Outcomes are complex statements that speak to the
□□ Start with high level Bloom’s Taxonomy. compilation of mastered skills, concepts and
□□ Make your goals assessable. knowledge. Outcomes are unique to each course.
What are Course Objectives? Tips for Writing Outcomes

Objectives describe how learners can apply what they □□ Describe what students will be able to do in the
have learned in the course. real world.
□□ Describe what students can do with what they
Purposes for Objectives in the Course will learn in the course.
□□ They provide a means for students to organize □□ Use detailed action verbs.
their efforts in accomplishing that objective. □□ The statement is clear and understandable from
□□ Provide a guideline to assess course design. a student perspective.
□□ Provide a basis for how success can be □□ The outcomes align with the program
measured. objectives.
The ABCD Model of Writing Learning Objectives Still need help with developing teaching goals?
□□ Audience - Who will be doing the behavior? Try the Teaching Goals Inventory, developed by Angelo
□□ Behavior - What should the learner be able to and Cross (1993), an instrument that will help you:
do? □□ become more aware of what you want to
□□ Condition - Under what conditions do you accomplish in a course;
want the learner to be able to do it? □□ find appropriate Classroom Assessment
□□ Degree - How well must it be done? Techniques to adapt and use in achieving your
on-line course goals;
Difference between goals and objectives □□ begin a conversation with your colleagues about
Goals are expansive, objectives are narrow. teaching and learning.
Goals are general; objectives are precise.
Goals are abstract; objectives are concrete.
Goals can’t be validated as is; objectives can be
validated.
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Develop a Content Outline Below are some sample weekly outlines. After you come
Plotting out your course outline is an important part up with a course structure for your course, you will have
of the course planning process. At this point, you have to fill in the details to your course. Remember that it
free reign to lay out your course from scratch in a way is always important to develop your content outside of
that will best suit your teaching style and your students’ the course, before you begin to physically build it in the
learning styles. Remember that your course structure learning management system.
should be logical and consistent.
Example of On-line Course Structures

This first example in this chart is an example for the Introductory Folder. The rest of the examples
are for weekly content. Choose one of the weekly content examples and stick with it throughout your
course. This really helps student navigation.
Introductory Folder/Module Example #3
Instructor Welcome In this example, learners experience the week in chunks.
Syllabus They complete topic before moving on to the next topic.
Course Objectives Introduction
Course Milestones Topic 1, Topic 2, Topic 3
Course Expectations Discussion
Netiquette Activity
ADA Compliance Statement
Course Requirements
Icebreaker Discussion
Example #1 Example #4
In this example, the week has a sequence. Students In this example, learners learn via multimedia resources
experience the content, take part in discussion and, most like presentations and videos. They proceed to complete
likely, complete the activities toward the end of the week. a series of assignments for that topic such as an on-line
Introduction discussion about an on-line resource. At the end of the
Content/Lessons/Specific Topics week, they complete a quiz on what they have learned.
Discussions Introduction
Activities Multimedia delivered lessons
Alternative assignments
Weekly Quiz
Example #2 Example #5
In this example, learners have their pick of a series of In this example, learners view a series of presentations
activities within one topic. The activities provide an active and answer questions that follow. They then are exposed
method of learning. While participating in the activities, to current content, such as PDF articles and active links.
they can participate in the discussions. The discussions Afterwards they have a series of assignments to complete.
are tangents of the topic, and instead of reflecting on the Introduction
activities, they are supplemental to them. Presentation with quiz
Introduction Current Content
Activities Assignments
Discussions
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Develop a Content Template Your course template should contain everything you are
After you have completed your content outline, you are including in your course: lessons, activities, discussions,
ready to develop a template for your content. Templates assessments, links to content, etc. You could take
help to lay out the content in a linear fashion before it one step further and begin to develop general
it makes its way into the course. It also provides a announcements for your course. There is no right or
backup for your course, or an ADA cheat sheet should wrong way to lay out a course template, but you will
a student request one. find the course development process much easier once
you do so.
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|Planning
Developing a Syllabus for your Need Help?
The Center for Teaching Excellence is available to work
On-line Course with Canisius instructors on a one-on-one basis to help
There are a few best practices to keep in mind when
them develop their course materials, such as syllabi,
developing your syllabus.
learning goals, and assessments.
1. Stay concise and to the point.
Contact them today!
2. If it is important, reiterate it outside the syllabus
as well.
Monday through Friday 8:30 a.m. to 5:00 p.m. Summer
3. Post the syllabus as early as possible.
hours vary; please call.
4. Use a simple layout.
Location: Churchill Academic Tower (CT 004).
5. Provide the basic information.
716.888.3720
6. Describe the pre-requisites to the course and
requirements for the course.
Your program chair or director is, in fact, a good
7. Give a general overview of the purpose of the
resource to turn to about syllabus questions. They may
course.
have a specific template for your program or a
8. Clearly state the learning goals.
recommended features list. Please contact your chair
9. Describe the structure of the course.
or director about this important issue if you haven’t
10. List the due dates of course milestones.
already done so.
Recommended items for a Syllabus:
□□ Course title, number, catalog description
□□ Contact Information
□□ Learning Goals |Objectives| Outcomes
□□ Course Structure
□□ Course Requirements
□□ Textbooks or Software (required and
recommended)
□□ Course Schedule
□□ Class Policies
□□ Grading Policy
□□ Etc. (about you, teaching philosophy, study tips)
Internet Course Syllabus vs. F2F Course

Syllabus
It is important to take into account the differences
between an on-line and f2f syllabus. In f2f classes,
students are usually graded on attendance,
participation, and work submitted. On-line classes
work a little differently because all communication and
submissions are electronic. Remember to include these
differences in your syllabus.
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The Griff Guide to Teaching Online |Course Design
Designing your
On-line Course
We will now focus on the development and delivery of
your course content (what you would like to teach the
students). There are many options to choose from, and
many free technologies are available for you to develop
these items. It is important to remember that while all
options seem engaging and exciting, you do not want to
overwhelm students with too much technology. Instead,
you want to use a few educational technologies that
work for your content and your students.
Designing your On-line Course
At first, the very mention of some of these educational

technologies and delivery options can seem L. Dee Fink’s Significant Learning Experiences chart.
overwhelming. We will introduce a few basic
technologies to help you get started. Choose one that
L. Dee Fink also came up with a Significant Learning
reflects your teaching style. Working technology into
Experiences chart. Each category of the chart contains
on-line courses is all about baby steps.
special methods of achieving that learning goal. Think
about how you can best
Current Strategies deliver your content to match with these goals. Is text
New Paradigms for College Teaching on a page always the best option? Will your students
In 1997, Campbell and Smith created a paradigm actually read all the textual material you provide them?
comparison chart that was used with permission If the answer is no to both of these answers, it is a good
for L. Dee Fink’s book: Creating Significant Learning idea to begin thinking about alternative delivery
Experiences. methods for the content.
This chart demonstrates that: A Focus on Design

1. Students and faculty now work together to Break up the Content
create learning experiences. Break the topics up into small manageable units for
2. Students now actively construct their learning on-line delivery. You have to be creative about delivery
experience through discovery. and assessment on-line.
3. Learning has now shifted from memorizing, to
relating topics. Consistency
Easy and consistent navigation does not hinder the
This chart illustrates Fink’s approach to course design. learning experience. Stay consistent with the naming
Now that you have seen the comparisons, what can or of all items. Font colors and styles in the course should
should on-line teachers do differently to address these also be consistent.
concerns? There are many opportunities and concepts
available that were unheard of one hundred years ago. Organization
Simulations, case studies, group learning, project-based Organization is possibly the most important factor
learning, and service learning are among them. when teaching on-line. Content should scaffold, so
that it helps to create a logical sequence of topics. Each
item within a course should be well labeled; think
about how it will display in the gradebook.
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Readability Provide Interaction in the Delivery
Short blocks of text are a better delivery of material Instead of providing all of the content, provide students
on-line, than pages of text. Students tend to skim big documents and Web sites to explore by including Web
blocks of text, so make sure you bold important items content in your course. There are plenty of free
to highlight them. Text should be broken up by using resources available on the Web. Students can click on
brief, concise sentences; bullets and numbers are best links, read articles, read an on-line book, watch videos
for lists. and be encouraged to explore the topic on their own.
See the chart below for more ideas.
Use Graphics, Videos and Audio
Images can be inserted to help students visualize
concepts. Likewise, videos and audio can be used as an
alternative delivery method.
Provide Interaction in the Delivery

Multimedia Presentations Windows MovieMaker,
PowerPoint, Audacity, or
Cooperative
Learning
Garage Band
Research Project Blogs, Wikis, Group Pages
Student-Led Instruction Discussion Board, Web
Conferencing, Slideshare, Jing
Video Clips Streaming Video, You Tube, TED Talks
Demonstration
Text and Images PowerPoint Presentations, Google

Presentations
Web Quests Internet/Library Searches, or create your
own
Narrated Slides/Images PowerPoint Presentations,
Presentation or
VoiceThread
Lecture
Podcasts Streaming Audio/Video Files
Animations Flash, Animoto, Alice 3D, Blender,

Simulations and
GIFUP, GoAnimate
Tutorials
Self-Paced Modules HTML Files, Softchalk, Udutu
Video Clips MERLOT, World Lecture Hall, YouTube
14
OpenLearn Courseware from Open University

Creating Content http://openlearn.open.ac.uk/
When teaching on-line, you often have to create your
The OpenLearn Web site gives free access to Open
own content. If you are not sure on where to start,
University course materials. This is the LearningSpace,
you are in luck. There are plenty of free resources and
where you’ll find hundreds of free study units, each
repositories available on the Web to help you.
with a discussion forum.
Utilizing Free Resources Registry of Open Access Repository (ROAR)

Merlot http://roar.eprints.org/
http://www.merlot.org A guide to content stored on university Institutional
Find peer reviewed on-line teaching and learning Repositories around the world. Contains article
materials. Share advice and expertise about education pre-prints and post-prints, datasets, theses and
with expert colleagues. Be recognized for your dissertations, and numerous primary source and image
contributions to quality education. collections. Select CONTENT SEARCH button to
conduct searches.
MIT OpenCourseWare
http://ocw.mit.edu/OcwWeb/web/home/home/ Rice Connexions
index.htm http://cnx.org/
A repository of materials used in almost all MIT Connexions is an environment for collaboratively
courses and may include syllabus, lecture notes, developing, freely sharing, and rapidly publishing
problem and answer sets, labs, readings and reading scholarly content on the Web. The Archive provides
lists, videos, special features and more. access to over 350,000 cultural artifacts in digital
form and is divided into 5 Collections including Text,
Open Courseware Finder Moving Images, Audio, Web, and Live Music Archive.
http://ocwfinder.com/
OCW Finder helps people find free on-line courses Wisc-On-line
called OpenCourseWares (OCWs). Universities and http://www.wisc-on-line.com/
other OCW providers can register their courses with The Wisconsin On-line Resource Center is a digital
OCW Finder to help people find them. library of Web-based learning resources called “learning
objects.” Current use of the learning object repository
Open Education Resources (OER) Commons exceeds 20,000 hits per day.
http://www.oercommons.org/
In a brave new world of learning, OER content is made
free to use or share, and in some cases, to change and
share again, made possible through licensing, so that
both teachers and learners can share what they know.
15
Choosing a Delivery Method
Stay Consistent
There are many options for delivering your content
in an on-line course. If multiple technologies are
introduced in a course at one time, courses can quickly
become information traffic jams and the technology
can hinder the content. Instead, keep your delivery
consistent to ensure a free-flowing highway.
Decide on a Delivery Method

You have many ways of delivering the content to your
students. The most basic delivery method is in the form
of text. You may choose to deliver content via
documents, presentations or flat Web pages. You can
also build in multimedia elements such as audio and
videos. Although we will discuss this more in depth
later in this guide, you must decide early on what
multimedia you will use, what you will use it for and
when you will use it.
Basic Delivery Options

Technology Example Explanation
Flat Web pages with HTML pages, with graphics It is easy to create flat Web
Graphics from Microsoft.com pages of content, you can
simply type in, or paste in
content. You can also jazz
them up with free Web
graphics. This is a very basic
delivery method. Remember
to keep the pages short and
concise.
Chat, E-mail and IM Chat, Announcements Keep students on task via
Announcements and E-mail announcements and e-mail.
Host short chats with
students to discuss their
project progress.
16
Presentations:
Instructors who normally teach with the help of
Powerpoint are also able to bring these presentations
into their on-line course. Like flat Web pages, you can
also include graphics and you should keep these pages
concise.
Podcasts
Audio can really create a new dynamic in a course. If
you have never had exposure to podcasts, the best thing
is to find a series you like and analyze it. You can create
a podcast series of lectures, weekly summaries, or just
basic introductions.
Vodcasts
Vodcasts provide a means of illustrating items and
concepts on-line. You can simply use it to record
yourself welcoming students to your course, or create a
screencast, with or without narration.
Intermediate Delivery Options

Presentation Sharing Slideshare.com, Scribd.com Upload a slideshow to one of the
sharing sites. Share the link or
embed the file in your post.
Podcast Creation Audacity, GarageBand Create one, or a series of, podcasts
for your course. Simply upload
them as a file in your course.
Vodcast Creation Flip camcorder, YouTube Record yourself with a camcorder,
upload the video to your YouTube
channel, embed the video in your
course.
17
Advanced Delivery Options

Podcast Hosting Mypodcast.com, Gcast.com, Host your podcast and share it
iTunes U with your class.
Screencasting and JING from jingproject.com Create a screencast, with or with-
Screenshots out narration, or a screenshot,
with or without graphic additions.
Share the screencast.com link in
your post in ANGEL.
Web Conferencing WizIQ, DimDim Host, present and record your
presentation. Invite others to
collaborate or simply illustrate how
a presentation is done.
18
Providing External Resources Things to Keep in Mind
You may also wish to provide external resources to ADA Compliance
guide the students’ personal research. Some examples It is always a good idea to be proactive about helping
might include photo galleries, videos or slideshows that those individuals with disabilities in your course.
are already on the Web for sharing. Simply providing short summaries of movies and
presentations is a start. Be sure that all of the Web sites
and Web content is accessible.
Citations
Be sure that all documents, references and resources are
cited. The topic of copyright will be discussed in depth
later on.
Providing External Resources

Widgets Widgetbox.com Share a widget that pertains to
your course by embedding it into
your course.
Photo Sharing Flickr.com, Picasa Upload your images to a sharing
site. Share the link or slideshow
with your class.
Video Sharing YouTube.com, iTunes U Upload short videos to a sharing
site. Share the link with your class.
Presentation Sharing Slideshare.com, Scribd.com Share the link or embed the file in
your post in your course.
Need Help? The Center for Teaching Excellence is available to

Deciding on the best delivery method for your course work with Canisius instructors on a one-on-one basis
content can be a really tough task. Luckily, you have to help them develop their course materials, such as
help! syllabi, learning goals, and assessments. They also have
equipment (camcorders, projectors, laptops) that can be
The FacTS Center (Faculty Technology Services) at borrowed.
Canisius College was established to make academic
technology services more accessible to full and part The Office of Disability Support Services (DSS) is
time faculty. All full and part time faculty are welcome committed to creating equal access for all Canisius stu-
to stop in for quick questions or longer tutorials. dents with disabilities. Disability Support Services is the
Consultation on using learning management software, designated office that obtains and files disability related
plagiarism detection software, graphics and video documents, verifies eligibility for services, determines
editing, scanning, PowerPoint and other Office software reasonable accommodations, and develops plans for the
have been popular topics. provision of such accommodations for students with
disabilities.
19
The Griff Guide to Teaching Online |Forming Discussions
Forming Engaging Current Strategies
1. Good discussion questions cannot be answered
Discussions by simply “yes” or “no”

2. Good discussion questions make connections
among the course concepts
Discussion Forums are often the primary means of 3. Good discussion questions go beyond basic
communication in an on-line course. They allow recall. They are open-ended and encourage a
students to take part in asynchronous activities, reflect variety of responses.
on the content and ask any questions they might have. 4. Good questions may, or may not, have a
You will now learn about the many different ways you definite answer.
can conduct your discussions in your on-line class, and
we will share some management techniques. Clear Instructions Help
Every discussion forum should include clear directions.
Clear directions should include:
Forming Engaging Discussions
□□ Posting expectations (how frequently?);

□□ If instructors will read all, or a sampling of
postings;
□□ What should NOT be included in a posting
(such as questions not pertaining to the topic);
□□ When first posts should be made by;
□□ How many replies should be made, and when
they should made by;
□□ Size and style of postings.
Questions can Directly Relate to Bloom’s Taxonomy

Bloom’s Term Example Question
Extract factual knowledge “When did Katrina hit New Orleans?”
Query a student’s “Compare the damage of Katrina to Andrew.”
comprehension
Ask a learner to apply his/her “Looking at a map of New York, discuss possible evacuation routes
knowledge and comprehension for New York City in the event of a natural disaster.”
Ask the learner to analyze “Consider recent natural disasters. Discuss the changes we may expect
information if many tornadoes strike New York and Pennsylvania in the near
future.”
Challenge the student to “Work together as a team to write a fictitious short story about a
synthesize information natural disaster in Toronto.”
Have the learner evaluate and “Select a recent news article about a natural disaster to discuss within
make judgments your team. Answer the following questions:
Is new legislation needed?
What are the social, economic, and human costs of the disaster?
How will this disaster change national or world policy?”
20
Interaction Discussion Activity Ideas

There are many ways to focus a discussion. Each
discussion should encourage one of the three following Use Teams and Groups
interactions within the course: Discussions do not have to involve individual students.
Two students can be paired to work out an
Instructor-Student Interaction issue by forming dyads that can last from one
Encourage students one-on-one, in an open discussion discussion, to half a semester. Small groups of students
or personal journal discussion. Provide them useful can also work out an issue. Try pairing dyads together
feedback that they can apply in real-life. An example to form a group of four.
would be providing feedback for an assignment.
Develop a Team Discussion
Establish teams and allow students to work together
Content-Student Interaction
to post a final revised response. This strategy results
Encourage students to challenge and reflect on what
in fewer messages for you to read. Consider size
they have learned that week. Ask them to share their
and number of teams. Try to have no more than
own personal research on the topic. An example would
seven students on a team. Create clear guidelines for
be students researching content on the Web.
collaborating on-line and working in teams. You may
wish to elect a team leader to compile and post the final
Student-Student Interaction response.
Encourage students to engage and learn from each
other. Learning from other individuals’ viewpoints is Student Generated Discussions
one of the contributing factors to open-minded Students can generate discussions and review questions
learning in a collegiate environment. An example via a “Personal Journal” discussion (when only the
wouldbe students participating in a discussion forum. instructor and student can see the post). Select a
few questions, or responses, and post them to your
Getting Creative discussion area the following week.
Discussion Forums do not always have to be about
simply asking and answering. They can encourage Student-Led Discussions
creativity. Here are some ideas for you to roll with: Assign a student, or group of students, to be experts
1. Reference recent articles, Web sites, videos on on a topic. Have them post a question in that week’s
the Web or books on the Web in activities. discussion. They will have to defend and moderate their
2. Create small group discussions. question. Toward the end of the class, they can
3. Have students submit work to a discussion, and summarize and combine points from their classmates.
let other students review it using Google docs.
21
Two-Week Team Discussions 5. Set a schedule for yourself. Do not moderate
Consider carrying on a particular discussion for two your discussion at all hours of the day. Come up
weeks (best left until mid-term to late semester).The with a schedule for yourself, such as spending
first week, you can place students into groups and have a half hour each morning jumping into the
them debate a topic. During the second week, they can discussion.
present and defend their topic (one post per group). 6. Set an effective number of discussions. You
This process can save you grading time, so it might be don’t have to have just one discussion per week,
a good concept to bring out when you know that you but you shouldn’t have seven. Make the number
will be focused on grading other items in your class (e.g. of discussions you have reasonable for both you
mid-term exams, final projects, etc.). and the students.
7. Set up a discussion strictly for questions, so
Technology Enhancement Ideas that off-topic questions don’t make their way
Discussions do not simply have to be Q+A, you can also into weekly forums. You can save yourself a lot
include multimedia for your students to interact with of time spent on e-mail if students know where
and comment on. You may wish to think about using: to turn in order to get answers.
1. Web sites 8. Refocus students that are off-topic.
2. Articles Oftentimes, you will find that students will
3. Videos make connections between concepts, which can
4. Podcasts lead to multi-faceted discussions. Other times,
5. Books on the Web students will post responses that are completely
off topic. At this point, it is a good idea for you
to bring them back to the table.
Managing Discussions 9. Help guide students. Post a model answer
You will find that moderating discussions can take to the discussion, or announcement area, as
up a significant part of your time. However, there a conclusion to your discussion thread. This
are ways that you can reduce your time spent. Think exhibits example behavior. Provide rubrics for
about incorporating these strategies if you find yourself the students. This will help guide their efforts.
slipping under your workload:
1. Create a submission and grading timeline.
Encourage active discussions by giving students
a sample schedule for students’ responses. This
allows the discussions to remain current. Come
up with a grading schedule to help you best
manage your time effectively.
2. Praise and encourage high quality responses.
One way of encouraging valuable responses is by
letting students lead by example. Simply reply to
these students and let them (and others) know
that their response is a model response that
exhibits the traits you are looking for in a post.
3. Don’t respond to every post. You don’t have to.
Pick a new student every week to respond to, or
just respond to the ones that have contributed
an exemplary post.
4. Discourage long, drawn out responses and
encourage concise, thoughtful responses.
22
Grading Discussions
Grading discussions can be time consuming. This is
why you should find a method that works for you.
Ideas for Grading Discussions
Teacher assigns grade

Teacher assigns discussion points based on new
post due dates, student contributions, and replies
made. Students are graded by the instructor based
on discussion rubrics.
Peers assign grade

To get around the complaint that “two of us did
all the work,” require group members to grade one
another. Groups can be required to keep a log of
their activities; each student writes a paragraph
reporting who did what, which is used to raise or
lower the grade each individual receives on the
project. Peer graded assignments should be
low-stakes and student evaluators should be
accountable for their assigned grades.
Students self-evaluate
Students write a summary of their participation
for that particular discussion, and check off the
key rubric points set forth by the instructor.
23
The Griff Guide to Teaching Online |Developing Activities
Developing Creative Deliver Variety
Activities Create a variety of student learning activities. This

will help you to better reach the multiple learning
Activities are the main form of “Student to Content” styles in your student population. Here are some
and “Student to Instructor” interactions in example student learning activities.
on-line classes. However, you will find that there is an
abundance of options for building creative activities, 3(R) Read, Reflect, Report
even ones that can encourage the “Student to Student” Students are required to read their textbook,
interaction. reflect on their reading and report the relative
comparisons in what they read to the resources
they found on the Internet.
Current Strategies
Web-based learning is supported by Internet resources.
Guest Speakers
Developing Creative Activities
Here are some example strategies for best using Internet

Guest speakers can be encouraged to put up their
tools in activities:
videos on YouTube for an asynchronous option.
1. Conversations and discussions via the Internet.
Students can then be asked to reflect on the video.
2. Mentorship between students and experts
Guest speakers can also be invited to participate in
on-line.
a synchronous chat or webinar.
3. Debating issues on-line.
4. Analyzing information found on the Internet.
5. Developing a new product with help of Internet Project or Portfolio
resources. Students can be asked to submit multiple parts
6. Virtual guest speakers and field trips. of the project or portfolio at different points of
7. Accessing on-line tutorials and assessments. the course, and be critiqued and graded for the
components. At the end, they have a chance to
revise their mistakes, and put together and submit
Use Web 2.0 tools to Engage Students
the final version.
□□ There is an abundance of free on-line tools at
your disposal.
□□ Collaborative e-tools can be used to supplement
on-line courses.
□□ Students are excited to use free tools and then
apply them to their personal and job-related
work.
24
Be Clear Important Issues to Address
Instructions Citations
When providing instructions for an activity, be Are you requiring your students to cite their work, if so,
absolutely clear about your expectations for the project. how extensively? You should first decide on the type of
What is the required length? What format would format you will require in your course. There are many
you like the submission in? How would you like the resources provided for you on the Internet and at
students to submit the assignment? Canisius College to help you and your students.
Break it Down Plagiarism

Break your instructions into steps. Use numbered lists It is encouraged that your syllabus should address the
or bullets. Each step should only include one action. seriousness of plagiarism and the result of such an act.
All of the steps should be in a logical sequence. Whether it is done intentionally or unintentionally,
there will be consequences. There are many resources
provided for you on the Internet and at Canisius
College to help you and your students with this
important issue.
Stick to the Objectives

It is important to make sure all of your content for the
week reflects the weekly objectives. It is even more
important that student activities for the week reinforce
them.
25
Level
The activities delivered should also pose the
appropriate Bloom’s Taxonomy level questions for the
course level. Activities should encourage students to
reach mid-high level Bloom’s Taxonomy depending on
the period in the course.
Bloom’s Taxonomy
Bloom’s Wheel of Activity
26
Rubrics Analytic rubrics are used to assess multiple attributes
Rubrics are scoring guides used by instructors to help simultaneously with in the same levels. They provide
when grading student learning and effort. Rubrics help more information than holistic rubrics because they
to make grading consistent. Performance attributes go grade more criteria.
up against a series of levels.
Developing Rubrics
1. Select the Attributes. Select the attributes for
Types of Rubrics the project
Holistic rubrics allow the instructor to grade one
2. Set the Scale and Define the Ratings. Set
attribute, like a presentation, with a series of levels,
the scale for ratings and define them with
such as inadequate, acceptable, or sophisticated.
descriptors.
27
Create your Class Rubrics Tools You Can Use

Work smarter, not harder Drop Boxes
Develop one rubric template for all of your activities. Drop boxes can be used for student submissions and
You may wish to simply adjust terminology to address attachments. You can allow students to see their peers’
activity details. By using the same grading template, submissions, and in doing so, creating a more dynamic
your grading and directions remain consistent. activity.
Describe the Levels Wikis

Describe the levels of quality and what each level looks Collaborative Web pages for people to share, create,
like. and edit.
Be Creative Shared Docs

Create and share on-line documents, spreadsheets and
Activities as a Tangent
presentations.
Activities don’t have to focus directly on the weekly
topic, even if they should reinforce the weekly
objectives. They could be a tangent or extension of the Projects
weekly topic. Consider creating multi-week projects for students to
work on.
Using Autonomous Activities in Place of
Lectures Open Source Materials
Materials on the Web that are freely available to all.
Instead of requiring that your students learn all of the
same information in the same way, you can creatively
design self-taught activities. Provide students brief Need Help?
information and resources. Then ask them to read and The FacTS Center (Faculty Technology Services) can
reflect on what they researched. You may also wish to help you with any activity questions you might have.
give them a choice in the area they would like to focus Consultation on using learning management software,
in that week, since all of your students may have plagiarism detection software, graphics and video
different focuses. editing, scanning, PowerPoint and other Office software
have been popular topics.
Your college library is a great resource for materials for

your online course. Many libraries, including the Ca-
nisius College Library, have electronic journals, e-books
and Web sites that you can use in your classes. Please
contact the Canisius College Library at 888-8411 for
assistance.
28
The Griff Guide to Teaching Online |Assessment
Assessment A Focus on Assessment Delivery
and Measurement There are many different types of assessments to

deliver. How can you best gauge what is right for
Now it is time to focus on methods of assessing your your course?
students and delivering assessments. There are many
different purposes of assessments, but they are all Focus on the Milestones
mainly designed to help teachers find out if, what Your course milestones should indicate when
and how the students are learning in the course. the major assessments should be delivered. The
This portion hopes to introduce you to a variety of beginning of the course, the mid-term and the
assessment styles and purposes. end of the course are important times to deliver
assessments. Although you may wish to deliver a
multiple-choice/ essay blend mid-term, you may
Current Strategies also wish to assign a final project as the final
Assessment and Measurement
Assessment Purpose assessment. Project-based assessments also help

Effective instructors understand that it is not enough to to address the concern of cheating in an on-line
simply deliver a course. Periodic evaluation must take environment.
place throughout the course on an individual and a
course basis. Changes may need to be made to cater to
Project Based Assessments vs.
the students and keep the course current.
Passive Assessments
Develop rubrics to clarify the expectations you have It is easily understood why students get more out
for your students. They help students understand what of Project-Based Assessments as they are compelled
they need to improve on. to research, adapt and redeliver the material
they have synthesized. Passive assessments simply
Are your assessments aimed at student learning, or test require them to choose an answer and move on.
scores? The answer can dictate the type of assessment
you should assign. Focus on Activities
When instructors hear the word “assessment”,
Quick Quiz they generally think of quizzes and exams. This
Instead of correcting lengthy papers, assign quick is not entirely the case. Assessment takes place
quizzes weekly. Some can be auto graded in the learning every week during the class activities, as well. It
management system; others can be just for practice with is important that instructors come up with a way
students receiving the answers at the end. to assess the effectiveness of all discussions and
activities within a course. Rubrics should be used
Use frequent smaller assessments, instead of fewer for most grading scenarios.
larger assessments. This minimizes anxiety and helps
reveal problems sooner.
29
CATs
Classroom Assessment Techniques, or CATs, provide
feedback to the instructor about student progress
throughout the course. CATs are generally delivered
in forms of activities, and the information is generally
shared with the students. CATs can be adapted for an
on-line learning environment. Students tend to become
better monitors of their learning, and teachers build a
better rapport with the students in doing so. CATs are
typically non-graded assessments, as they are used to
improve teaching and learning.
Classroom Assessment Technique Examples

The 100 Word Paper A focused question answered with a focused answer.
This can be adapted to an on-line discussion board or
drop box.
Chain Discussion The instructor posts a question, and students simply
answer it. The instructor posts his/her analysis of
the results and the students discuss the instructor’s
analysis.
Directed Paraphrasing Students write a “layman’s translation” of something
they have just learned
One Sentence Summary Best delivered as a final discussion on-line, students
Discussion sum up the who, what, where, when, how’s of their
class.
Application Discussion After teaching an important concept, ask students to
write down at least one real-world application for what
they have just learned.
Student Generated Test Allow students to ask questions, and get answers from
Questions other students in a discussion forum the week before
the Mid-Term or Final. Include the valuable questions
on the exam.
The Muddiest Point Instructors can use a discussion forum, drop box, or
chat to ask the question: “What is the muddiest point
in this session?”
30
Designing a Classroom
Assessment Project
Assessments can move beyond being assigned as
milestones to being an integral part of the learning
experience throughout the course. Assessment projects
differ from assessments in that they are carefully
planned vs. the spontaneous pop-quiz. Below is an
example of a Classroom Assessment Project Cycle. It
can be changed to suit the instructor’s teaching style
and course.
31
Evaluating your Course Need Help?
Canisius College recommends using the Quality Your college library is a great resource for materials for
Matters Rubric when evaluating your on-line course. your online course. Many libraries, including the Ca-
The rubric addresses effective course focus, assessment, nisius College Library, have electronic journals, e-books
and engagement by assessing these elements: and websites that you can use in your classes. Please
1. Course Overview and Introduction contact the Canisius College Library at
2. Learning Objectives 888-8411 for assistance.
3. Assessment and Measurement
4. Resources and Materials
5. Learner Engagement
6. Course Technology
7. Learner Support
8. Accessibility
Addressing Plagiarism
It is important that all instructors address and advise students on the consequences of
plagiarism, both in the syllabus and throughout their course. From the Canisius College Code of Academic
Integrity:
Any student who fails to give credit for ideas or materials obtained from another source is guilty of
plagiarism. Plagiarism, in any of its forms, and whether intentional or unintentional, violates standards of
academic integrity. Examples of plagiarism include, but are not limited to:
-- Direct quotation of any source material
-- Paraphrasing another person’s ideas
-- Borrowing facts, statistics, graphs, diagrams, photographs, or other illustrative or visual materials
-- Copying another student’s essay test answers.
-- Submitting papers written by another person or persons.
-- Buying or selling, or exchanging term papers, examinations, or other written assignments, or any part of
them.
Need Help? Plagiarism.org
32
The Griff Guide to Teaching Online |Using ANGEL
4. Learning Objects Repository. Clicking this
Navigating and Managing your will bring up a list of all Learning Object
Repositories (LORs) in which you are a
Course in ANGEL member. When you click it for the first time, it
will create your personal repository.
Canisius College currently uses ANGEL Learning as 5. Personal Preferences. Clicking this will allow
their learning management system. This final portion you to set personal preferences and update your
of the Griff Guide will help you get started in setting profile.
up, and managing, your course in ANGEL.
Navigating ANGEL Courses and
Global ANGEL Features Groups
Each course has three main navigation aids: the course
The Power Strip or group Map, navigational breadcrumbs, and the main
The Power Strip is available at all times and provides tabs within each course.
access to global navigation options.
Breadcrumbs
You can also navigate through an ANGEL Course or
Group using breadcrumbs—links that are created as you
access different sections of the course. They allow you
Using ANGEL
to quickly return to a previously visited area by clicking

the link. The links are located under the tabs within a
course.
Course Tab
The Course tab (or breadcrumb link) serves as the
course’s Home page within any ANGEL course or
group. The following figure displays the default view of
the Course tab and its components.
1. Home. Clicking this anywhere within ANGEL

will bring you back to your ANGEL Home
page.
2. Help. Clicking this will bring up the on-line
Help manual, as well as links to other resources,
such as the Instructor Reference Manual.
3. Log Off. Use this to log off of ANGEL.
33
Inside your ANGEL Course Editing Nugget Properties
Course Homepage You can edit the properties and behavior of a

Nuggets nugget by using your mouse to “hover” over the
You will find nuggets on a few of your pages in your nugget title bar, which then reveals the editing
course. Here is a look at the most popular nuggets on functions for that component. The functions
your homepage. available for a specific nugget will vary.
1. Course Announcements. Displays current

announcements for the course/group. Only
course administrators or course editors can add
or edit announcements. 1. Edit. Allows you to change the settings
2. Canisius College Copyright Statement. of the nugget. This option appears only
3. Course Mail. Provides a summary of your within nuggets that have settings or editing
course’s inbox, a link to view the course mail functions available.
inbox, and a quick message link that allows 2. Refresh. Refreshes the content of the
you to quickly begin composing a course mail nugget.
message. 3. Minimize. Collapses the nugget so that only
4. Activity at a Glance. A graphical display of the the label appears with no content. When
course activity, including logons, mail messages, clicked, the icon changes to a window;
discussion posts, and submissions of homework clicking the window expands it again.
and assessments by day of week for the current 4. Launch New Window. This option opens
week. the nugget in a pop-up window so that it’s
available from other ANGEL pages. Each
To add more nuggets to your homepage, click on “Edit nugget will have different editing and
Page”. configuration options.
34
Announcements 5. Use the HTML Editor menu to format the text
Course announcements are useful for messages that and add an image and/or hyperlinks (a).
you want students to see as soon as they enter your 6. Type the text into the text entry area (b).
course. They can be configured to be read by all 7. Enter the start date and time when you want
students, by an individual student, or by a specific the announcement to display (c).
team. An announcement is time-limited; you will set 8. Enter the end date and time when you no
the parameters that determine when an announcement longer want the announcement to display (d)
first displays and when it will no longer display. The 9. Select the course member (User) who will be
default values, if you do not specify otherwise, is for an able to view the announcement. (e).
announcement to display as soon as it is added and for 10. Save the announcement by clicking the Save
it to be displayed for one week. button, indicated by the arrow.
11. When you return to the Add Announcement
To create an announcement, follow these steps: screen, click the Exit Announcement Editor
1. Go to the course Announcements nugget on button.
the home page. 12. The announcement will display on the
2. Click on the Edit icon. course page and any other page where the
3. On the next screen, click the Add Announcement nugget has been added, such as
Announcement link. the ANGEL home page.
4. The Add Announcements > Announcements
Settings screen appears. You will add the text for
the announcement within the Announcement
text entry box.
35
Calendar
The Calendar tab presents your course calendar. The
Calendar can be edited to add events such as
appointments, class meetings, assignment due dates,
and other information. The Calendar lets you add
milestones, office hours, and events. The Calendar
allows you to (1) add events; (2) change the view format;
(3) view single days, weeks, months, or the entire year;
and (4) move from day to day or week to week. You can
also filter your views of the Calendar by choosing which
type of events you want to see: (5) public, team or
personal Calendar entries.
Only course editors can add items visible to the entire

class.
36
Content
The Content tab contains the main course content.
This is where you’ll add content to your course, and
where your students will access that content. Detailed
instructions on adding the different types of content
items are shown later in this tutorial.
The tools you need to add and rearrange content items

and reports on student activity within content are
located on the link menu just beneath the Content
title. Content utilities and lesson page preferences are
also options on this menu.
37
Adding Content Items
Much of the course will be conducted within the
Content page. Content is added by clicking the Add
Content link and then selecting the content item to be
added. a. Content. The title and subtitle are entered
here. They display within the Content page to
Content Items Available identify the content item
b. Access. Determines who can access the content
□□ Folders item. Advanced settings allow for a start and
□□ Files end date for the item.
□□ Pages c. Standards. If activated, allows you to align the
□□ Discussion forums content item to preset standards.
□□ Links d. Objectives. If activated, allows you to align the
□□ Drop boxes content to objectives you create via the
□□ Assessments Objectives tab on the General Course Settings
□□ Surveys tool.
□□ RSS syndication folders e. Automate. Lists any automated agents
□□ Games associated with the content item. Advanced
settings allow for an agent to be set up within
the content item settings.
The procedure for adding a content item is similar for f. Assignment. Sets the assignment options for
each type of content. The following illustrates the the content item so that it is linked to the
common settings used for all content items. Gradebook.
1. Within the Content page, click Add Content. Utilizing the Content Item Tools
2. On the following screen, select the content item All content items have a set of links, or tools, when you
to be added. roll over the title links.
3. The Settings menu will appear. The menu
is divided into several tabs. The example
illustrated in the following figure displays the
tabs common to all items. Some content items
have additional tabs that are applicable to their
function. The content item settings here are 1. Settings. Change the settings of the item.
shown in Normal view. Advanced view allows 2. Reports. Build and generate reports about the
the editor to access additional settings for the item.
item. 3. Utilities. Perform specific functions with the
item.
4. Submissions. Access submission functions with
the item.
5. Delete. Delete the item.
38
Creating a Folder Creating a Link
When creating a folder: When creating a link:
□□ fill in the title; □□ fill in the title;
□□ click Save. □□ fill in the link URL;
□□ click Save.
Creating a Page
When creating a page:
Uploading a File
□□ fill in the title;
When uploading a file:
□□ fill in the page text;
□□ browse for the file;
□□ click Save.
□□ enter in the title;
□□ upload the file.
39
Creating a Game If Crossword Puzzle:
When creating a game: □□ enter in the questions;
□□ fill in the title; □□ enter in the answers;
□□ click Save. □□ click Save.
If Quiz Show:
□□ define the categories;
□□ enter in the questions;
□□ set the value;
□□ click Save.
□□ Choose the game type.
40
Creating a Drop Box Creating an Assessment
When creating a drop box: When creating an assessment:
□□ fill in the directions; □□ click Save;
□□ click Save.
□□ add a question;
Creating a Discussion Forum

When creating a discussion forum:
□□ fill in the title;
□□ fill in the directions;
□□ click Save.
□□ select a question type;

□□ fill out the question and answer information;
□□ select the correct answer;
□□ give the question a point value;
□□ click Save.
41
Creating a Survey Creating a Section Heading
When creating a survey: When creating section heading:
□□ click Save; □□ fill in the page text, if desired;
□□ click Save.
□□ add a question;
A Sample Week
Here is what a week’s worth of content looks like in
this example course.
□□ select a question type;

□□ fill out the question and answer information;
□□ select the correct answer;
□□ give the question a point value;
□□ click Save.
42
Rearranging Items in your Course Date Restricting
All content items can be date restricted. However, you
can also date restrict a folder full of items just by date
restricting the folder. Here’s how.
Click on Settings of the item. Go to the Access Tab.

Click the Advanced Radio Button. Set the Start Date
Under the Content title at the top of the Content for the content. Click Save.
page (or in a folder), you will see various links. The
“Rearrange” link will allow you to rearrange content
on your page. Once clicked, the link shifts the screen
into drag-and-drop mode so you can easily rearrange
the order in which the content appears on the Content
page.
Moving Content Items into Folders
1. Click on the Utilities link for the file you wish

to move.
2. Choose the Move Item link.
3. Click on the folder in which you want to place
the file. The item will now be available from
within the selected folder.
43
Communicate Tab
The Communicate tab contains access points for all the
communication tools for your course or group.
Additional components can be added to the default
view shown below.
1. Course Mail. This is the same component that

appears on the Course page, but defaults the
inbox to the current course.
2. Course Roster. A listing of all members of
the course/group. Any members that have a
“hidden” designation will not be visible to
students. The roster can only be viewed here; it
cannot be edited.
3. Course News and Events. Provides a single
point of access to all course announcements,
news, and polls.
4. Live Chat. Allows for students and instructors
to chat, share a whiteboard, or view each other’s
desktop in real time. If no live chat sessions
have been set up, this component will not be
visible to students.
5. Live Office Hours. Similar to Live Chat, but
can be set up and managed by the course
instructor to invite or schedule live chat sessions
with students as required. If none is added, this
component will not be visible to students.
6. Communication Links. This component allows
the course editor to create links pertinent to
course communication. If none is added, this
component will not be visible to students.
44
Report Tab
A wide variety of reports can be configured, run, and
saved. You also have the option to act upon (send mail,
send the report, create an agent, and so on) the results
in a report immediately from the report itself.
Tip
Reports available to students are limited to those

that pertain to their own activity within a course.
45
Automate Tab
The Automate tab allows access to the Agents Console,
in which you can automate a wide variety of tasks based
upon content, activity, or a schedule. For example,
agents can be set up to send e-mail to students who
have not logged onto the course within a set period
of time or to release additional content based upon
a student’s score on an assessment—there are literally
hundreds of options.
The console is used to both create agents and to view

all agents that have been set up along with a status
report for each one. The Automate page is visible only
to course editors.
46
Manage Tab
The Manage tab contains all the course tools needed
by the course editor to conduct and manage the course.
This page is visible only to course editors.
1. Course Management. This component allows

the course editor to do the following:
□□ Configure and use the Gradebook;
□□ Edit the course roster, including adding and
deleting members and editing rights;
□□ Set up and manage teams.
2. Course Theme Selector. Allows the course

editor to preview and quickly select a new
theme for the course.
3. Course Settings. Allows course editors to
further customize and configure their course
4. Data Management. Contains a variety of
options for maintaining the course, such as the
ability to back up and import course archives,
manage a question bank for surveys and
assessments, create and manage grading rubrics,
and configure dates for the calendar.
47
Gradebook Using the Gradebook Wizard
When setting up the Gradebook, you must first decide The Gradebook Wizard will appear the first time the
how all the grades will be calculated for a final grade. Gradebook is entered within a new course and can be
ANGEL allows you to use either a points-based or used initially to set up the Gradebook. If you skip the
percentage-based system. wizard, it will not be accessible again unless you have
not created any categories.
1. Go to Manage > Gradebook. The Gradebook
Points-Based System Wizard will appear.
In a points-based system, every assignment is given 2. Here you can choose a Gradebook Mode (See
a point value. The final grade is determined by left column), points or percentage.
adding up all the points awarded in the assignments
and dividing that by the total points possible.
Weighting of assignments is done purely through
the point value of each (that is, an assignment
of 20 points will be worth twice as much as an
assignment of 10 points).
Percentage-Based System
A percentage-based system groups all assignments
into categories and assigns a percentage value to
each category. The sum of all the categories will
always be 100%. While each assignment is given a 3. Follow the prompts on the screen as directed
point value, the final grade is based on the weight to finish setting up, and go to the section on
of the category, not the total points possible. setting up Assignments.
Setting Up Categories Within the Gradebook

Differences between Categories and Assignments This can be used instead of the Gradebook Wizard or
In the ANGEL Gradebook, assignment refers to any to add new Categories when the Gradebook Wizard is
graded item. Assignments can be added manually no longer available.
within the Gradebook, as part of the setup process 1. Open the Gradebook (Manage > Gradebook)
when a content item is added to the content. and go to Categories within the Gradebook
Management section.
All assignments have to be associated with a category. 2. At the bottom of the Categories section, click
A category is a group of one or more assignments that the Add New button.
are weighted together. In a points-based grading system,
there may only be one category with all assignments
linked to it. In a percentage-based system, there may
be several categories with a specific percentage-weight
assigned to each category.
Only assignments can be graded; categories cannot.

The assignment grades will accumulate inside of the
category they are assigned to.
48
The Category Editor section will open beneath the row Setting Up Assignments Within the Gradebook
of buttons. 1. Go to Manage > Gradebook > Assignments in the
Gradebook Management section.
2. At the bottom of the next screen, click Add New.
1. Enter a title for the category you are creating.

2. Add the calculation information. In this
example, all assignments contribute toward the
total grade for the category.
3. You can leave the description blank or add
some descriptive information.
4. When finished, click the Save button.
5. The Assignment Editor will appear beneath

the Add New button. Input a Title for the
assignment.
Setting Up Assignments within a Content Item

1. In the Assignment Tab of the content item,
under Gradebook, select “New Assignment”
from the drop down. You will now see a few
options that allow you to add the assignment to
the Gradebook.
6. Continue completing the fields. Select the

appropriate Category for the assignment.
7. Don’t forget to attach the title to a content item
(using the advanced radio button).
8. Select a Calculation Type.
9. Click Save.
2. Select a calculation type.

3. Select how you want the grade to display in the
Gradebook (the default value for the display
format is set up in Gradebook > Preferences.
4. Click Save.
49
Grading in ANGEL
Grading the assignment:
1. Instructors can see whether there are
assignments to be graded. An ungraded item
icon will appear under the course name on the
ANGEL Home page.
2. The What’s New option and the Tasks option

on the guide will also show ungraded items.
4. Click the link to access the submitted
Expanding the Ungraded Items will display the
assignment. On the following screen, click the
assignments to be graded; clicking the link will
individual file to open the assignment.
allow direct access to the assignment.
5. Add a grade for the assignment and add any

comments about the paper in the Remarks
window. You can also upload a corrected
paper by making corrections on the paper,
saving it, and then uploading it by clicking the
Attachments button. Click OK to finish.
3. Opening up the content item will display a list

of all submitted assignments.
50
Grading with Rubrics 3. On the following screen, begin setting up the
Adding a Grading Rubric rubric:
Student assignments that are submitted to a drop box
can be graded using a grading rubric. Before adding
a drop box assignment, you may want to create a
corresponding rubric first.
1. Go to Manage > Rubric Manager.
a. Add a descriptive name for the rubric.

b. Select the number of columns needed for the
point values.
c. Input the minimum percentage weights for each
column. The weight input is the lowest score
needed for that level/point value.
d. Add a label for the column. The default is
Achievement Level.
e. Enter the number of criteria needed. You
can also have the rows created from selected
standards and objectives
2. On the following screen, select Add and then
f. Add a label for the rows. The default is Criteria.
Create new rubric on the window that appears.
51
4. Then click Next Step. Grading a Drop Box Submission Using the Grading
5. On the next screen, set up the values for each Rubric
Criteria and Achievement Level. The HTML Once you have determined that a submission is
editor is available for formatting, if needed. available to be graded, follow these steps:
Click Next Step to finish. 1. Go to Settings< Assignment of the assignment
and select the rubric the rubric you would like
to use for this assignment.
2. Click the link to access the submitted
assignment. and also click the Use Grading
Rubric link to access the rubric and use it to
grade the assignment.
6. The final step allows you to review the rubric

and make any revisions needed. Click Previous
to make corrections or Save to finish. 3. Submit the point values for each criterion on
the rubric and then click Save.
4. On the following screen, the grade assigned by

the rubric displays. Add any comments about
the paper in the Remarks window. You can also
upload a corrected paper by making corrections
on the paper, saving it, and then uploading it by
clicking the Attachments button. Click OK to
finish.
52
Grading a Discussion Forum
A number of factors can be used to grade a discussion
forum. Rubrics can be set up to automatically add one
grading factor. The instructor can apply a score to any
post by clicking within the Score column. A maximum
score for each post can be set when applying settings to
the forum.
1. To grade a discussion forum, go to

Submissions> Grade forum.
2. On the following screen, all factors are noted so

that a grade can be applied.
3. You can read all posts from one student by

clicking the student’s name.
4. To submit the grades so that they will be
entered into the Gradebook, click Submit
Grades. You can also export the grades to a
spreadsheet (Export page) and/or use the rubric
to assign the total grade (Copy rubric scores to
grades).
53
Using ANGEL Mail last name.
The course mail system is accessed through the b. The Source window allows you to indicate
Communicate tab. The component may also be added which course is to be used or even a global
to other course pages. search of all ANGEL users, if activated.
c. Using the Quick Search allows for listing of all
members, specific teams, or by initial of first or
Composing a Message last name.
1. You can compose a message when accessing d. All users selected through searching will appear
the View Inbox screen or you can use Quick in the Users window to allow for the selection
Message to bypass the Inbox screen. of the specific recipients. The default is to list
All course faculty, All course individuals, and
All course students. Check the box next to the
desired recipient.
e. Click To to add the recipient(s). In this
instance, All course individuals were selected.
f. Click OK to finish.
4. Create the message and send it:
2. On the next screen, click To.
a. Add the subject.

3. The next screen will allow you to add the b. Create the message. Note that the HTML
recipients for the message. Editor is accessible here for formatting and
other options.
c. You can send the message to the user’s Internet
e-mail, as entered in the user profile, and a copy
can be sent to the student’s mentor, if any.
d. You can upload an attachment by clicking the
Attach files link.
e. Click Send to send it or click Save Draft if you
want to return and edit it later.
a. In the Search window, you can search by first or
54
Maintaining the Roster 3. On the next screen, choose the rights and title
The Roster tool, within the Manage section, enables for that user from the drop-down list.
you to add, edit, or delete users in a course or group.
Adding a User
Although students are managed by Canisius College on
an hourly basis automatically, and that under normal
circumstances, you shouldn’t need to edit your roster,
you may wish to add a colleague to your roster.
1. Go to Manage > Roster > Add a User.
a. If set to Yes, Hidden will hide the username

from students and it will not appear within
Course Mail, Course Roster, or other sections
in which students can see member names.
b. If set to Yes, the Disabled setting would keep
the user on the roster, but the user would not
be able to access the course.
2. Enter the last name into the Account Search c. The Permissions tab allows for the some of the
field and then click Search. Select the name rights for the user to be revised so that the user
from the list. would not have all of the default rights of a
course editor. For example, the user might have
all of the usual course editing rights except the
ability to access the Gradebook.
d. Click Save to finish.
55
Backing Up a Course
Good practice dictates that courses need to be backed
up on a regular basis. If content is accidentally deleted,
or if other data is lost, it can be restored if a backup is
available.
1. Go to Manage > Backup and Restore within the
Data Management component.
2. On the following screen, click create new

backup. The Scheduled Automatic Backup
would be set by your administrator.
3. When finished, the backup information will

display.
56
The Griff Guide to Teaching Online |Glossary
introductory folder: An Introductory Folder is a folder
Glossary that opens before the course begins that can contain all
of the course documents, requirements, expectations
ADDIE: The ADDIE model is the generic process and even an icebreaker discussion.
traditionally used by instructional designers and
training developers. The five phases—Analysis, Design, Instructional Systems Design (ISD): The practice of
Development, Implementation, and Evaluation— maximizing the effectiveness, efficiency and appeal of
represent a dynamic, flexible guideline for building instruction and other learning experiences.
effective training and performance support tools.
learning styles: Various approaches or ways of learning,
asynchronous: An on-line activity in which students ways in which students learn.
participate at different times (e.g. discussion forum).
learning management system (LMS): A learning
Bloom’s Taxonomy: Bloom’s Taxonomy refers to a management system (LMS) is a software application
classification of the different objectives that educators for the administration, documentation, tracking, and
set for students (learning objectives). reporting of training programs, classroom and on-line
events, e-learning programs, and training content.
classroom assessment techniques (CATs): Brief
activities that provide feedback to the instructor about mentorship: Mentorship refers to a developmental
student progress throughout the course. relationship in which a more experienced or more
knowledgeable person helps a less experienced or
course objectives: Objectives describe how learners can less knowledgeable person—who can be referred to
Glossary
apply what they have learned in the course. as a protégé, or apprentice -- to develop in a specified
capacity.
course outline: A course outline outlines all of the
components in the course, in the order in which they milestones: The end of a stage that marks the
are presented. completion of a phase, major activities in a course that
help to culminate a topic, or series of topics (e.g. exams,
course template: A course template is a document that projects, assessments).
details all the components in a course, word for word.
paradigm: A pattern or model of learning, the
delivery method: Method is which the course content exemplar.
will be delivered (e.g. discussion forums, drop boxes,
videos). rubrics: A chart that establishes a mode of conduct
or procedure; protocol, provides reference for student
educational technology: Technology used for achievement.
educational purposes, mainly in courses and e-learning.
syllabus: An outline and summary of topics to be
face-to-face (f2f): Traditional teaching is often referred covered in an education or training course.
to as face to face, or f2f, vs. on-line.
synchronous: An on-line activity in which students
interaction: Interaction is a kind of action that occurs participate at the same time (e.g. live chat, Web
as two or more objects have an effect upon one another. conference).
The idea of a two-way effect is essential in the concept
of interaction, as opposed to a one-way causal effect. virtual guest speaker: Guest speakers that present
through virtual means such as Web conferencing
software, chats or video.
57
The Griff Guide to Teaching Online |Glossary
virtual field trips: Field trips that are taken via live
Web tools or interactive Web sites.
Web 2.0: The term “Web 2.0” is commonly associated

with Web applications which facilitate interactive
information sharing, interoperability, user-centered
design and collaboration on the world wide Web.
58
The Griff Guide to Teaching Online |Resources
Resources
Resource Created by Source
Best Practices in On-line Course South Oregon University Distance http://www.sou.edu/
Design and Delivery Education Center distancelearning/SOU%20
DEC%20Best%20Practices.pdf
Bloom’s Taxonomy Illinois State University http://www.phy.ilstu.edu/
pte/311content/questioning/
bloom.html
Building Objectives Lisa Schuman http://edweb.sdsu.edu/courses/
EDTEC540/objectives/Building.
html
Developing Course Objectives Illinois On-line Network http://www.ion.uillinois.
edu/resources/tutorials/id/
developObjectives.asp
Developing Course Objectives/ Office of Innovation and Research http://oir.olin.edu/assessment/
Measurable Outcomes docs/qt5.pdf
Resources
How to Create your Own On-line Best Universities http://www.bestuniversities.com/

Course: 100 Tools, Guides and blog/2009/how-to-create-your-own-
Resources on-line-course-100-tools-guides-and-
resources/
Instructional Design InstructionalDesign.org http://www.instructionaldesign.
org/
On-line Course Development Joanne Tzanis http://www.tzanis.org/Courses/
Process ADDIE/
Outcome Guidelines for Courses Portland Community College http://www.pcc.edu/contrib_
top/resources/academic/eac/
curriculum/course-outcomes-
guidelines.html
Student Learning Goals University of Washington http://depts.washington.edu/
learning/
Syllabus Design David Nunan http://books.google.com/books?id
=xp7h2xT907kC&printsec=frontco
ver&dq=syllabus#v=onepage&q=&
f=false
Tools for Teaching Barbara Gross Davis http://books.google.com/
books?id=VuwN_tnazNkC&pg=PA
22&dq=syllabus#v=onepage&q=syll
abus&f=false
59
Verbs to Use in Creating Education Oasis http://www.educationoasis.com/
Educational Objectives curriculum/LP/LP_PDF%20
Word/blooms_tax_verbs.pdf
vuDAT Michigan State University http://vudat.msu.edu/home/
Writing Inquiry-Oriented Student Carl J. Wenning http://www.phy.ilstu.edu/
Performance Objectives Assignment pte/310content/objectives/
stperfobjectives.html
Designing your On-line Course

Audacity Audacity Project http://audacity.sourceforge.net/
Microsoft Clipart Microsoft.com http://office.microsoft.com/en-us/
clipart/default.aspx
Podcasts for Mac Apple http://www.apple.com/itunes/
podcasts/
Podcasts for PC Zune http://social.zune.net/podcasts/
Seven Principles for Good Practice Arthur W. Chickering and Zelda F. http://honolulu.hawaii.edu/
Gamson intranet/committees/FacDevCom/
guidebk/teachtip/7princip.htm
SoundSnap SoundSnap.com http://www.soundsnap.com/
Your Educational Tech Leah (Sciabarrasi) MacVie http://youreducationaltech.com/

Creating Discussion Forums Dr. Allan Webb http://homepages.wmich.
edu/~acareywe/discussion.html
Discussion Based On-line Teaching Tisha Bender http://books.google.com/books?id=
to Enhance Student Learning fQUyjtBNtOkC&pg=PA104&dq=d
iscussion+forum#v=onepage&q=dis
cussion%20forum&f=false
Discussion Thread Do’s and Don’ts Joann Gonzalez-Major http://hitchhikers.midsolutions.
org/course_design/mgtPractices/
discussionThreads.php
FAQ Discussions Joan Middendorf & Alan Kalish http://www.ntlf.com/html/lib/
bib/faqdisc.htm
60
How to Create Good Discussion Mr. Mark Melnyk http://www.markville.ss.yrdsb.edu.
Questions for your Tutorial or on.ca/politics/seminarsuccess.pdf
Seminar
Introduction to Crafting Questions Penn-State Learning Design http://ets.tlt.psu.edu/
for On-line Discussions Community Hub learningdesign/crafting_question
Managing Discussion Boards Keith Restine http://cnx.org/content/m16208/
latest/
Rose-Colored Glasses Joann Gonzalez-Major http://jmajor.midsolutions.org
Sample Grading Methods Middle Tennessee State University http://frank.mtsu.edu/~webctsup/
faculty/manual/WebCT_
DiscussionBoardRubrics.pdf

Assessment and Rubric Information Kathy Schrock http://school.discoveryeducation.
com/schrockguide/assess.html
Assignments and Activities for On- Maryland University College http://www.umuc.edu/distance/
line Courses odell/ctla/resources/assign.pdf
Canisius On-line Citation Help Canisius College http://libguides.canisius.edu/
content.php?pid=54100
Canisius Plagiarism Statement Canisius College http://library2.canisius.edu/
plagiarism.html
Clear Instructions, Great Roger Graves http://www.ualberta.ca/~graves1/
Expectations assignments.pdf
Designing Interactive On-line Katherine Hayden http://www.seenmagazine.us/
Course Activities Sections/ArticleDetail/tabid/79/
ArticleID/28/smid/403/
reftab/170/Default.aspx
DesignSHOP Virginia Tech http://www.edtech.vt.edu/edtech/
id/index.html
Edutopia Edutopia http://www.edutopia.org/
List of Open Source Tools Debian Help http://www.debianhelp.co.uk/
tools.htm
Madeline Hunter’s Mastery Robin Hunter http://books.google.com/
Teaching books?id=af-gXvmC3t0C&pg=PP1
&dq=madeline+hunter#v=onepage
&q=&f=false
Models of On-line Courses Robin Mason http://www.aln.org/publications/
magazine/v2n2/mason.asp
61
The Purdue On-line Writing Lab Purdue University http://owl.english.purdue.edu/
Rubric Creator and Templates Rubistar http://rubistar.4teachers.org/
Teaching and Learning on-line Michael Grant http://viralnotebook.pbworks.com/
resources
Assessment and Measurement

Assessing Student Learning Izabel Soliman http://www.une.edu.au/tlc/staff/
publications/assess-student-learning.
pdf
Assessment as a Teaching Tool Martha L. A. Stassen, Kathryn http://www.umass.edu/oapa/oapa/
Doherty and Mya Poe publications/on-line_handbooks/
course_based.pdf
Assess Student Learning Indiana University http://www.indiana.
edu/~teaching/ourservices/assess/
Classroom Assessment University of Medicine and http://cte.umdnj.edu/student_
Dentistry at New Jersey evaluation/evaluation_cat.cfm
Classroom Assessment Techniques National Teaching & Learning http://www.ntlf.com/html/lib/
Forum bib/assess.htm
Classroom Assessment Techniques Thomas Angelo and K. Patricia http://www.amazon.com/
Cross Classroom-Assessment-
Techniques-Handbook-Education/
dp/1555425003/ref=sr_1_1?ie=U
TF8&s=books&qid=1258468661&
sr=1-1
Overwhelmed with Grading Papers? Linda Shalaway http://www2.scholastic.com/
browse/article.jsp?id=3749699
Quality Matters Rubric Quality Matters http://qminstitute.org/home/
Public%20Library/About%20QM/
RubricStandards2008-2010.pdf
Rubistar Rubistar http://rubistar.4teachers.org/
Scoring Rubrics: What, When and Barbara Moskal http://pareon-line.net/getvn.
How? asp?v=7&n=3
Testing 1-2-3 . . . Linda Shalaway http://www2.scholastic.com/
browse/article.jsp?id=3749704
Understanding and Creating Virginia Commonwealth University http://www.vcu.edu/cte/resources/
Rubrics videos/Rubrics/Rubrics.html
Using Rubistar Virginia Commonwealth University http://www.vcu.edu/cte/resources/
videos/Rubistar_tutorial/index.
html
62
The Griff Guide to Teaching Online |References
References
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques A handbook for college teachers. San
Francisco: Jossey-Bass.
Bender, T. (2003). Discussion-based on-line teaching to enhance student learning: Theory, practice, and
assessment. Sterling, Va: Stylus Pub.
Chickering, A. W., & Gamson, Z. F. (1991). Applying the seven principles for good practice in undergraduate
education. New directions for teaching and learning, no. 47. San Francisco, Calif: Jossey-Bass.
Hart, J. (November 15, 2009). Top 100 Tools for Learning 2009. Retrieved November 20, 2009, from http://
c4lpt.co.uk/recommended/.
Downes, S. (November 20, 2009). Stephen’s Web. Retrieved November 20, 2009, from http://www.downes.ca
References
Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college
courses. Jossey-Bass higher and adult education series. San Francisco, Calif: Jossey-Bass.
International Society for Technology in Education (ISTE) (2009). Technology Facilitation Standards.
Retrieved on September 20, 2009 from: http://www.iste.org/Content/NavigationMenu/NETS/
ForTechnologyFacilitatorsandLeaders/Technology_Facilitation_Standards.htm#Plan.
Krause, J. (2004). Design basics index. Cincinnati, Ohio: How Design Books.
Lupton, E. (2005). DIY Design It Yourself. Chronicle Books Llc.
Lupton, E. (2008). Indie publishing: How to design and produce your own book. New York: Princeton
Architectural Press.
Roblyer, M. D. (2006). Integrating educational technology into teaching. Upper Saddle River, N.J.: Pearson/
Merrill Prentice Hall.
Silver, H. F., Strong, R. W., & Perini, M. J. (2000). So each may learn: Integrating learning styles and multiple
intelligences. Alexandria, Va: Association for Supervision and Curriculum Development.
63
The Griff Guide to Teaching Online |Appendix
Appendix
a. Teaching Goals Inventory and Self- Scorable Worksheet
Teaching Goals Inventory and Self- Scorable Worksheet
© 1993 Thomas A. Angelo and K. Patricia Cross.
Source:Classroom Assessment Techniques: A Handbook for College Teachers
Reproduced by permission.
For Program Assurance of Learning, respond to each item in relation to the academic
program rather than an individual course.
Purpose: The Teaching Goals Inventory (TGI) is a self-assessment of instructional goals. Its
purpose is threefold: (1) to help college teachers become more aware of what they want to
accomplish in individual courses; (2) to help faculty locate Classroom Assessment Techniques
they can adapt and use to assess how well they are achieving their teaching and learning goals;
(3) to provide a starting point for discussions of teaching and learning goals among colleagues.
Directions: Please select ONE course you are currently teaching. Respond to each item on the
Inventory in relation to that particular course. (Your responses might be quite different if you
Appendix
were asked about your overall teaching and learning goals, for example, or the appropriate
instructional goals for your discipline.)
Please print the title of the specific course you are focusing on:
Please rate the importance of each of the fifty-two goals listed below to the specific course you
have selected. Assess each goal’s importance to what you deliberately aim to have your students
accomplish, rather than the goal’s general worthiness or overall importance to your institutions
mission. There are no “right” or “wrong” answers, only personally more or less accurate ones.
For each goal, circle only one response on the 1-to-5 rating scale. You may want to read quickly
through all fifty-two goals before rating their relative importance.
In relation to the course you are focusing on, indicate whether each goal you rate is:
(5) Essential a goal you always/ nearly always try to achieve

(4) Very important a goal you often try to achieve
(3) Important a goal you sometimes try to achieve
(2) Unimportant a goal you rarely try to achieve
(1) Not applicable a goal you never try to achieve
64
Rate the importance of each goal to what you aim to have students accomplish in your course.
1. Develop ability to apply principles and generalizations already 5 4 3 2 1

learned to new problems and situations
2. Develop analytic skills 5 4 3 2 1
3. Develop problem-solving skills 5 4 3 2 1
4. Develop ability to draw reasonable inferences from observations 5 4 3 2 1
5. Develop ability to synthesize and integrate information and ideas 5 4 3 2 1
6. Develop ability to think holistically to see the whole as well as 5 4 3 2 1
the parts
7. Develop ability to think creatively 5 4 3 2 1
8. Develop ability to distinguish between fact and opinion 5 4 3 2 1
________________________________________________________________________
9. Improve skill at paying attention 5 4 3 2 1
10. Develop ability to concentrate 5 4 3 2 1
11. Improve memory skills 5 4 3 2 1
12. Improve listening skills 5 4 3 2 1
13. Improve speaking skills 5 4 3 2 1
14. Improve reading skills 5 4 3 2 1
15. Improve writing skills 5 4 3 2 1
16. Develop appropriate study skills, strategies, and habits 5 4 3 2 1
17. Improve mathematical skill 5 4 3 2 1
________________________________________________________________________
18. Learn terms and facts of this subject 5 4 3 2 1
19. Learn concepts and theories in this subject 5 4 3 2 1
20. Develop skill in using materials, tools, and/or technology central 5 4 3 2 1
to this subject
21. Learn to understand perspectives and values of this subject 5 4 3 2 1
22. Prepare for transfer or graduate study 5 4 3 2 1
23. Learn techniques and methods used to gain new knowledge in 5 4 3 2 1
this subject
24. Learn to evaluate methods and materials in this subject 5 4 3 2 1
25. Learn to appreciate important contributions to this subject 5 4 3 2 1
_________________________________________________________________________
26. Develop an appreciation of the liberal arts and sciences 5 4 3 2 1
27. Develop an openness to new ideas 5 4 3 2 1
28. Develop an informed concern about contemporary social issues 5 4 3 2 1
29. Develop a commitment to exercise the rights and responsibilities 5 4 3 2 1
of citizenship
30. Develop a lifelong love of learning 5 4 3 2 1
31. Develop aesthetic appreciations 5 4 3 2 1
32. Develop an informed historical perspective 5 4 3 2 1
33. Develop an informed understanding of the role of science and 5 4 3 2 1
technology
34. Develop an informed appreciation of other cultures 5 4 3 2 1
35. Develop capacity to make informed ethical choices 5 4 3 2 1
65
__________________________________________________________________________
36. Develop ability to work productively with others 5 4 3 2 1
37. Develop management skills 5 4 3 2 1
38. Develop leadership skills 5 4 3 2 1
39. Develop a commitment to accurate work 5 4 3 2 1
40. Improve ability to follow directions, instructions, and plans 5 4 3 2 1
41. Improve ability to organize and use time effectively 5 4 3 2 1
42. Develop a commitment to personal achievement 5 4 3 2 1
43. Develop ability to perform skillfully 5 4 3 2 1
___________________________________________________________________________
45. Improve self-esteem/self-confidence 5 4 3 2 1

46. Develop a commitment to one’s own values 5 4 3 2 1
47. Develop respect for others 5 4 3 2 1
48. Cultivate emotional health and well-being 5 4 3 2 1
49. Cultivate physical health and well-being 5 4 3 2 1
50. Cultivate an active commitment to honesty 5 4 3 2 1
51. Develop capacity to think for oneself 5 4 3 2 1
52. Develop capacity to make wise decisions 5 4 3 2 1
53. In general, how do you see your primary role as a teacher? (Although more than one
statement may apply, please circle only one.)
______________________________________________________________________________
1 Teaching students facts and principles of the subject matter
2 Providing a role model for students
3 Helping students develop higher-order thinking skills
4 Preparing students for jobs/careers
5 Fostering student development and personal growth
6 Helping students develop basic learning skills
Source: Classroom Assessment Techniques, by Thomas A. Angelo and K. Patricia Cross.

Copyright © 1993. Permission to reproduce is hereby granted.
66
Teaching Goals Inventory, Self-Scoring Worksheet
1. In all, how many of the fifty-two goals did you rate as “Essential”? _________
2. How many “Essential” goals did you have in each of the six clusters listed below?
67
68
|Appendix
b. Best Practices for Canisius College Faculty
Best Practices for

Canisius College Faculty
Tips for Your On-line Course
Organization
□□ Create an Introductory folder to house all of the general course documents (weekly documents go within
the weekly folders)
□□ Create folders (clearly labeled using: Weeks, Modules) in which all pertinent materials are organized.
□□ Within each folder, include a brief description of the week’s introduction, goals/objectives, etc. It’s best to
put this text “in line” rather than in a file which has to be opened.
□□ Try to maintain a consistent organizational structure from one folder to the next (i.e. introduction, goals/
objectives, readings, presentations, discussions, assignments). Consistency will help the students become
familiar with your course and your way of doing things.
Student Directions
□□ Make sure to give precise times for due dates, including time zone information (i.e. “Due 9/2/2009 by
11:59 pm Eastern Time”).
□□ Ask students to identify themselves to Disability Support Services if they have a disabling condition. Some
possible wording for Syllabus:
If you have any conditions such as a physical or mental disability which will make it difficult for you to carry
out the work as outlined, please visit the Office of Disability Support Services in Old Main 004
(716-888-3748) to document your disability to discuss appropriate accommodations.
File Types and Technology in ANGEL

□□ When including audio and video files, strive to use consistent file-formats that are easily accessible.
Quicktime, RealPlayer and Windows movie files can be problematic, since they may require students to
download and install software if the computer is not already equipped. It may be possible to make your
audio and video files more easily accessible by converting them to Flash, uploading them to Canisius’
iTunesU, or uploading them to YouTube. (See Video chart below and/or contact the FacTS Center staff)
□□ Use Discussion Forums when you want students to interact on a topic. This would include instances
where you want students to have the ability to read and comment on assignment-files submitted by their
classmates. ANGEL has a mechanism for grading Discussion Forums. Contact the FacTS Center staff for
more information.
□□ Use Drop Boxes when you want students to submit assignment-files to
you. Rubrics can be attached to Drop Boxes for easy grading in ANGEL.
Contact the FacTS Center staff for more information.
□□ If you are expecting to deliver an exam that is other than an essay or
project exam, please contact the FacTS Center staff for instructions on
how to set them up in ANGEL.
69
|Appendix
Recommendations for Creating Electronic Content
Documents
Content Item Procedure Example of Use Requirements
PDF Save the document as a Use .pdf for longer Microsoft Office 2007
PDF (.pdf) documents as they will (Save as PDF); Adobe
be compressed for easy Acrobat Pro; CutePDF/
downloading, e.g. the or other PDF creator.
course syllabus Acrobat Reader free to
download at http://get.
adobe.com/reader.
Microsoft Word Save the document as a Use .doc and .docx for Microsoft Office 2007 and
Microsoft Word document documents that can be up, All Microsoft Office
(.doc, .docx) edited later, such as an viewers are available at
outline that students can http://office.microsoft.
fill in com/en-us/downloads/
HA010449811033.aspx.
PowerPoint Handouts Save the presentation as a Create handouts for class All Microsoft Office
PDF (.pdf) or as handouts presentations. Students viewers are available at
(.doc, .docx). can take notes next to the http://office.microsoft.
slides. com/en-us/downloads/
HA010449811033.aspx.
Video
Flash Create a flash video using Flash videos can be used Jing download: http://
Jing or YouTube. Contact for tutorials and screen www.jingproject.com/
the Media Center for casts. download; Flash player:
conversion options. http://labs.adobe.com/
downloads/flashplayer10.
html Contact the Media
Center for assistance
converting existing video
into Flash
70
Quicktime Contact the Media Center Record and post lectures iTunes U: http://www.
for conversion options. to iTunes U for students canisius.edu/itunes;
Upload videos to iTunes to review for exams. Quicktime player: www.
University. apple.com/quicktime/
download/ .
Movie Creation Use MovieMaker or Edit virtual field footage. How to use: MovieMaker
iMovie to create and edit http://www.microsoft.
footage. Use YouTube to com/windowsxp/using/
record from a Web cam. moviemaker/default.
mspx, iMovie http://www.
apple.com/ilife/imovie/.
71
|Appendix
Recommendations for Creating Electronic Content for Use in ANGEL
Text in ANGEL
Section Heading Within an ANGEL Content dividers, e.g. Just ANGEL.
course, under the “Lectures”, “Activities”,
"Content" tab, click "Add “Discussions”- each with a
Content," and select brief description.
"Section Heading."
A Page Within an ANGEL A weekly introduction, Just ANGEL.
course, under the complete with graphics
"Content" tab, click "Add and Web links.
Content," and select
"Page."
Documents in ANGEL
Documents from Library Browse and select a Research articles. Resource: http://library2.
Databases document on the Canisius canisius.edu/Making%20
Library site. Within an Durable%20links%20
ANGEL course, under to%20articles%20in%20
the "Content" tab, click Library%20Databases.
"Add Content," click "Add doc .
Link," and paste in the Just ANGEL.
library document link.
Scanned Document Scan in the document, Use a colleague’s Library has scanner.
and save as a PDF. Within worksheet with Check with Jessie Blum
an ANGEL course, under permission. on copyright issues or
the "Content" tab, click availability of direct links
"Add Content," and select in the database. Just
"File." Browse for the file ANGEL.
on your computer and
upload it into your course.
72
PDF Save the document as a Use .pdf for longer Microsoft Office 2007
PDF (.pdf). Within an documents as they will (Save as PDF); Adobe
ANGEL course, under the be compressed for easy Acrobat Pro; CutePDF/
"Content" tab, click "Add downloading, e.g. the or other PDF creator.
Content," and select "File." course syllabus. Acrobat Reader free to
Browse for the file on your download at http://get.
computer and upload it adobe.com/reader.
into your course.
Microsoft Word Save the document as a Use .doc and .docx for Microsoft Office 2007 and
Microsoft Word document documents that can be up, All Microsoft Office
(.doc, .docx). Within an edited later, such as an viewers are available at
ANGEL course, under the outline that students can http://office.microsoft.
"Content" tab, click "Add fill in. com/en-us/downloads/
Content," and select "File." HA010449811033.aspx.
Browse for the file on your
computer and upload it
into your course.
PowerPoint Handouts Save the presentation as a Create handouts for class All Microsoft Office
PDF (.pdf) or as handouts presentations. Students viewers are available at
(.doc, .docx). Within an can take notes next to the http://office.microsoft.
ANGEL course, under the slides. com/en-us/downloads/
"Content" tab, click "Add HA010449811033.aspx.
Content," and select "File."
into your course.
73
Video in ANGEL
Flash Create a flash video Flash videos can be used Jing download : http://
using Jing or YouTube. for tutorials and screen www.jingproject.com/
Contact the Media casts. download ; Flash player:
Center for conversion http://labs.adobe.com/
options. Within an downloads/flashplayer10.
ANGEL course, under the html Contact the Media
"Content" tab, click "Add Center for assistance
Content," and select "File." converting existing video
Browse for the file on your into Flash.
computer and upload
it into your course. Or,
within an ANGEL course,
under the "Content" tab,
click "Add Content," click
"Add Link," and paste in
the YouTube link.
Quicktime Contact the Media Center Record and post lectures iTunes U: http://www.
for conversion options. to iTunes U for students canisius.edu/itunes;
Upload videos to iTunes to review for exams. Quicktime player: www.
University. Within an apple.com/quicktime/
ANGEL course, under the download/.
"Content" tab, click "Add
computer and upload
the iTunes link.
74
Movie Creation Use MovieMaker or Edit virtual field footage. How to use: MovieMaker
iMovie to create and edit http://www.microsoft.
footage. Use YouTube com/windowsxp/using/
to record from a Web moviemaker/default.
cam. Within an ANGEL mspx, iMovie http://www.
course, under the apple.com/ilife/imovie/.
"Content" tab, click "Add
computer and upload
the YouTube link.
Audio in ANGEL
Podcast Create an audio podcast Can be used to recap a Download Audacity for
using Audacity or class discussion. Students free: audacity.sourceforge.
Garageband, and save can download the podcast net. Working with
as an Mp3. Within an and keep for review. Garageband: http://
ANGEL course, under the www.apple.com/support/
"Content" tab, click "Add garageband/podcasts/.
into your course.
75

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The Griff Guide to Teaching Online |Copyright

The Griff Guide to Teaching On-line

Copyright ©2009 by Leah MacVie and Canisius College

Cover photograph and Canisius College Logo Copyright © Canisius College.

a. Teaching Goals Inventory and Self- Scorable 64

address all the components of an on-line course and system environment.

Principle 2: Cooperation Among Students

Principle 3: Active Learning

Principle 4: Prompt Feedback

Principle 6: High Expectations

Principle 7: Diverse Talents and Ways of Learning

The on-line courses at Canisius College are delivered

Working with Virtual Students

On-line instructors should create a supportive

On-line Course the students, amount and level of content needed

statements. Implement: conduct the course, create

For example, the Instructional Systems Design (ISD)

The Ignatian Pedagogical Paradigm Developing your Course Learning

What are Course Objectives? Tips for Writing Outcomes

Example of On-line Course Structures

Internet Course Syllabus vs. F2F Course

At first, the very mention of some of these educational

This chart demonstrates that: A Focus on Design

Provide Interaction in the Delivery

Text and Images PowerPoint Presentations, Google

Podcasts Streaming Audio/Video Files

Animations Flash, Animoto, Alice 3D, Blender,

Self-Paced Modules HTML Files, Softchalk, Udutu

Video Clips MERLOT, World Lecture Hall, YouTube

OpenLearn Courseware from Open University

Utilizing Free Resources Registry of Open Access Repository (ROAR)

Decide on a Delivery Method

Basic Delivery Options

Intermediate Delivery Options

Advanced Delivery Options

Providing External Resources

Need Help? The Center for Teaching Excellence is available to

Discussions by simply “yes” or “no”

□□ Posting expectations (how frequently?);

Questions can Directly Relate to Bloom’s Taxonomy

Interaction Discussion Activity Ideas

Ideas for Grading Discussions

Teacher assigns grade

Peers assign grade

Activities Create a variety of student learning activities. This

Here are some example strategies for best using Internet

Break it Down Plagiarism

Stick to the Objectives

Bloom’s Wheel of Activity

Create your Class Rubrics Tools You Can Use

Describe the Levels Wikis

Be Creative Shared Docs

Your college library is a great resource for materials for

Assessment A Focus on Assessment Delivery

and Measurement There are many different types of assessments to

Assessment Purpose assessment. Project-based assessments also help

Classroom Assessment Technique Examples

Need Help? Plagiarism.org

to quickly return to a previously visited area by clicking

1. Home. Clicking this anywhere within ANGEL

Course Homepage You can edit the properties and behavior of a

1. Course Announcements. Displays current

Only course editors can add items visible to the entire