Content Presentation

• Textbook - Assigned reading from a traditional or electronic text
• Lecture - Audio, video or text-based lecture for the lesson
• Worked Examples - Worked-out solutions to problems using key lesson concepts
• Web Resources - Internet sites with information on the lesson topic
• Suggested Reading - Supplemental reading from traditional books or articles
• FAQs - Answers to questions commonly asked by students in this lesson
• Any Questions? - An electronic bulletin board, list serv, or real-time chat for student questions on this lesson

Textbook - Traditional textbooks, electronic texts, or a collection of articles that substitute for the course textbook.

1. Target: Reading assignments should generally be spread equally over the length of the course.
    
2. "How To" tips: Be clear about the chapter title and or pages to be read.  If online materials are used, provide the URLs on the Web site and verify the URLs each semester.  If possible, obtain permission from the copyright holder of online materials to reproduce the content within your Web site; this avoids the problem of Web sites becoming unavailable.

Lecture - Audio, video, or text-based lectures.

1. Target: The length of the online lecture is dependent upon other activities that are included in the lesson, but should be substantive--not simply a list of reading assignments.
    
2. "How To" tips: Consider what it is that you do as an instructor in the classroom that makes your class interesting and unique.  Find a way to transfer that to the Web.  If your lecture is text-based, consider appropriate places to include graphics to add interest and multiple representations of the content.  If your audience has high-speed Internet access, consider recording and streaming brief video presentations.  For students with low-bandwidth, make video presentations available on a CD.

Worked Examples - Instructor-worked out examples or solutions to problems

1. Target: Include at least one example for each type of problem that the student will be asked to solve.
    
2. "How To" tips: In addition to text-based explanations, when appropriate, use graphics, video, screen captures, screen recordings (using Camtasia, Lotus Notes, etc.), or demonstrations produced by tools similar like Tegrity Web Learner.

Web Resources – WWW research and/or resource sites to expand and/or reinforce learning for each terminal objective in the lesson at hand.

1. Target: Between 1 and 10 sites per lesson. These can include sites you have identified in the "Web hunt" activities described below. (See number 9 below.)
    
2. "How to" tips: To find appropriate sites, use your favorite Internet search engine or directory (e.g., www.yahoo.com, www.excite.com) or consider using a "meta" search engine (e.g., www.askjeeves.com or www.dogpile.com).
    
3. Idea prompters:
   
   • As you find good resources, identify those for which you may wish to acquire "rights." It would be preferable to incorporate the resource right in the online course rather than "linking" the student, because URLs (Web addresses) of these sites often change.

Suggested Reading - A list of traditional books or articles to expand or reinforce learning in each lesson.

1. Target: Between 1 and 5 per lesson.
   
2. "How to" tips: These readings would include traditional print resources. Any readings availabale on the Internet would be identified in "Web Resources."

FAQs - Answers to questions commonly asked by students regarding the lesson content.

1. Target: 2 to 8 questions per lesson with concise one paragraph answers to reference to text page or other resources for detailed information.
    
2. Idea prompters:

• In your experience teaching this course, what questions always seem to come up

Any Questions? - An electronic bulletin board, list serv, or real-time chat for student questions on this lesson

1. Target: Provide a means for students to post questions about lesson content or assignments.
    
2. "How To" tips: If online bulletin boards or forums are used, provide specific locations (conferences, topic areas, etc.) for students to post questions.  If a listserv is used for communication, provide a link within the course site that brings up an e-mail composition screen with the "To" and "Subject" lines filled in.  If real-time chat will be used, be sure to post the times and days for chat sessions well in advance.  Vary days and times to assure that students with different school or work schedules can participate.