Designing On-line Instruction Using Multidisciplinary Approaches Sandra Andrews



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Major Arguments
That the lab has not remained static, but has been able to adjust support for technology integration in the face of a technology that changes daily, is the real hallmark of success. Three areas in particular in which we can point to specific successes are first, new areas of support in Information Technology that have developed from lab initiatives; second, students who have “graduated” from the lab; and third, courses and other projects developed in Instruction Support. Web courses and web-supported courses have been a central area in terms of faculty requests for support, with over forty courses affected by the Lab. A number of Lab projects having to do with improving web course development have spun off into other areas. Each of these projects, having grown too large for the Lab, is now being developed/offered to faculty elsewhere in Instruction Support and Information Technology. For instance, support for those using web course creation software packages such as WebCT has moved out of the lab to Instruction Support’s Education area. Support for collaboration software, pioneered with faculty members in the Lab, has also moved out to a production environment. Our initial efforts in creating scripts for interactivity resulted in the funding of an IS graduate student to complete a set of interfaces by which online quizzes could be created and administered. Our efforts to develop a web course creation package resulted in the project being funded. Student successes include three students who are now full-time staff members at ASU, a student who became one of the three-member webmaster team at ASU, and students who received excellent job offers upon graduation or earlier.



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