This page contains a variety of eLearning resources including information about WebCT as well as third party software applications such as Respondus, StudyMate, and LockDown Browser.

UTD has site licenses for Respondus, StudyMate, and LockDown Browser. They are free for all faculty on campus to use. If you would like information about downloading and installing any of these products, please email webct@utdallas.edu.

WebCT Quick Guides

Introduction to WebCT for Faculty and TAs

Adding TAs, Designers and Auditors to Your WebCT Course

Capturing Student Work in WebCT Classes

Copying Content Between Courses in WebCT

Creating and Applying Course Templates in WebCT

Adding Course Tools and Editing Course Headers

Exporting/Importing Learning Modules

Using the Grade Book

Submitting Grades to SIS from WebCT

Respondus

Respondus is a test creation application that allows you to publish tests in WebCT from Word or text documents. It is ideal if you already have paper tests that you want to begin delivering using WebCT. Respondus also allows you to easily publish tests from test banks aligned with many popular text books.

Respondus Quick Guide.

Respondus Formatting Guide.

Respondus 3.5 User Guide.

Online Resources

Demo Movies
Screen Shots

More information about Repondus is available on the Respondus website.

StudyMate

StudyMate allows you to easily create Flash-based interactive multimedia activities and games for your WebCT courses.

StudyMate Quick Guide.

StudyMate User Guide.

Online Resources

Demo Movies
Screen Shots
Sample Games and Activities

More information about StudyMate is available on the Respondus website.

LockDown Browser

LockDown Browser is an application designed for online test delivery. It prevents students from copying test qestions or taking screen captures during the exam. It also prevents students from opening other browser windows while they are taking the exam.

LockDown Browser Instructor Quick Guide.

LockDown Browser Student Quick Guide.

Online Resources

Resources for Respondus LockDown Browser

More information about LockDown Browser is available on the Respondus website.

 

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The eLearning Team now offers instructional design consulting! Are you overwhelmed with putting your course materials in WebCT? Do you want ideas on how to make your course or a section of your course more engaging? Are you trying to incorporate new teaching or learning ideas or technologies into your course? We can help! Email us at elearning@utdallas.edu to make an appointment.

Design Resources

Akbulut, Y. Implications of Two Well-Known Models for Instructional Designers in Distance Education: Dick-Carey versus Morrison-Ross-Kemp (No. ED496543).

Bonk, C. J., & Zhang, K. (2006). Introducing the R2D2 Model: Online Learning for the Diverse Learners of This World. Distance Education, 27(2), 249-264.

Boone, R., & Higgins, K. (2007). New Directions in Research: The Role of Instructional Design in Assistive Technology Research and Development. Reading Research Quarterly, 42(1), 135-140.

Carr-Chellman, A. A. (2006). Where Do Educational Technologists Really Publish? An Examination of Successful Emerging Scholars Publication Outlets. British Journal of Educational Technology, 37(1), 5-15.

Cho, M.-H., & Association for Educational Communications and Technology Washington DC. The Effects of Design Strategies for Promoting Students' Self-Regulated Learning Skills on Students' Self-Regulation and Achievements in Online Learning Environments (No. ED485062).

Concannon, F., Flynn, A., & Campbell, M. (2005). What Campus-Based Students Think about the Quality and Benefits of E-Learning. British Journal of Educational Technology, 36(3), 501-512.

Conceicao, S. C. O. Faculty Lived Experiences in the Online Environment. Adult Education Quarterly: A Journal of Research and Theory, 57(1), 26-45.

Cook, M. D., Wiedenhoeft, M. H., Polito, T. A., Gibson, L. R., Pogranichniy, S., & Mullen, R. E. Using Outcomes Assessment to Change Classroom Instruction. Journal of Natural Resources and Life Sciences Education, 35, 42-47.

Denton, J. W., Kleist, V. F., & Surendra, N. (2005). Curriculum and Course Design: A New Approach Using Quality Function Deployment. Journal of Education for Business, 81(2), 111.

Falconer, I., & Littlejohn, A. (2007). Designing for Blended Learning, Sharing and Reuse. Journal of Further and Higher Education, 31(1), 41-52.

Faryadi, Q. Instructional Design Models: What a Revolution! (No. ED495711).

Fjallbrant, N., Levy, P., & Pasanen-Tuomainen, I. DEDICATE: A Networked Professional Development Project in Information Literacy and User Education (No. ED453798).

Goldberg, A. (2005). Exploring Instructional Design Issues with Web-Enhanced Courses: What Do Faculty Need in Order to Present Materials On-Line and What Should They Consider When Doing So? Journal of Interactive Online Learning 3(1), 40-52. http://www.ncolr.org/jiol/issues/PDF/4.1.3.pdf

Gunawardena, C. N., Ortegano-Layne, L., Carabajal, K., Frechette, C., Lindemann, K., & Jennings, B. (2006). New Model, New Strategies: Instructional Design for Building Online Wisdom Communities. Distance Education, 27(2), 217-232.

Hinton, S. Multicultural Education Online for Graduate Teachers: Some Challenges (No. ED495857).

Hodges, C. B. Lessons Learned from a First Instructional Design Experience. International Journal of Instructional Media, 33(4), 397-403.

Hoogveld, A. W. M., Paas, F., & Jochems, W. M. G. (2005). Training Higher Education Teachers for Instructional Design of Competency-Based Education: Product-Oriented Versus Process-Oriented Worked Examples. Teaching and Teacher Education: An International Journal of Research and Studies, 21(3), 287-297.

Hosie, P., & Schibeci, R. (2005). Checklist and Context-Bound Evaluations of Online Learning in Higher Education. British Journal of Educational Technology, 36(5), 881-895.

Huang, H.-M., & Liaw, S.-S. (2004). Guiding Distance Educators in Building Web-Based Instructions. International Journal of Instructional Media, 31(2), 125.

Hung, W.-C., & Chao, C.-A. (2007). Integrating Advance Organizers and Multidimensional Information Display in Electronic Performance Support Systems. Innovations in Education & Teaching International, 44(2), 181-198.

Irlbeck, S., Kays, E., Jones, D., & Sims, R. (2006). The Phoenix Rising: Emergent Models of Instructional Design. Distance Education, 27(2), 171-185.

Johnson, J. (2004). Universal Instructional Design and Critical (Communication) Pedagogy: Strategies for Voice, Inclusion, and Social Justice/Change. Equity and Excellence in Education, 37(2), 145-153.

Jonassen, D. H. (2006). On the Role of Concepts in Learning and Instructional Design. Educational Technology Research and Development, 54(2), 177-196.

Justice, C., Rice, J., Warry, W., Inglis, S., Miller, S., & Sammon, S. (2007). Inquiry in Higher Education: Reflections and Directions on Course Design and Teaching Methods. Innovative Higher Education, 31(4), 201-214.

Keller, C. (2005). Virtual Learning Environments: Three Implementation Perspectives. Learning, Media & Technology, 30(3), 299-311.

Kidney, G., Cummings, L., & Boehm, A. (2007). Toward a Quality Assurance Approach to E-Learning Courses. International Journal on E-Learning, 6(1), 17-30.

King-Sears, M. E. (2007). Designing and Delivering Learning Center Instruction. Intervention in School and Clinic, 42(3), 137-147.

Koh, M. H., Branch, R. M., & Association for Educational Communications and Technology Washington DC. Online Learning Environments: A Report of an Instructional Design Case Event (No. ED485156).

Koszalka, T. A., & Ganesan, R. (2004). Designing Online Courses: A Taxonomy to Guide Strategic Use of Features Available in Course Management Systems (CMS) in Distance Education. Distance Education, 25(2), 243-256.

Livingstone, D., & Kemp, J. Proceedings of the Second Life Education Workshop, Part of the Second Life Community Convention (1st, San Francisco, California, August 18-20, 2006) (No. ED493670).

McGuire, J. M., Scott, S. S., & Shaw, S. F. (2006). Universal Design and Its Applications in Educational Environments. Remedial and Special Education, 27(3), 166-175.

Merrill, H. S. (2004). Best Practices for Online Facilitation. Adult Learning, 14(2), 13.

Milheim, K. L. (2004). Strategies for Designing On-Line Courseware. International Journal of Instructional Media, 31(3), 267.

Mimirinis, M., & Bhattacharya, M. (2007). Design of Virtual Learning Environments for Deep Learning. Journal of Interactive Learning Research, 18(1), 55-64.

Moisey, S. D., Ally, M., & Spencer, B. Factors Affecting the Development and Use of Learning Objects. American Journal of Distance Education, 20(3), 143-161.

Mor, Y., & Winters, N. (2007). Design Approaches in Technology-Enhanced Learning. Interactive Learning Environments, 15(1), 61-75.

Nugent, G., Soh, L.-K., & Samal, A. Design, Development, and Validation of Learning Objects. Journal of Educational Technology Systems, 34(3), 271-281.

Peters, M. H., Kethley, R. B., & Bullington, K. (2005). Course Design Using the House of Quality. Journal of Education for Business, 80(6), 309.

Sorensen, E. K., & Murchu, D. O. (2004). Designing Online Learning Communities of Practice: A Democratic Perspective. Journal of Educational Media, 29(3), 189-200.

Stubbs, M., Martin, I., & Endlar, L. (2006). The Structuration of Blended Learning: Putting Holistic Design Principles into Practice. British Journal of Educational Technology, 37(2), 163-175.

Sun, P.-C., & Cheng, H. K. (2007). The Design of Instructional Multimedia in E-Learning: A Media Richness Theory-Based Approach. Computers & Education, 49(3), 662-676.

The Blended Librarian: John D. Shankl Center for Learning Technologies, Penn State Berks Lehigh Valley College. (2005). Library Journal, 130(5), S19.

Wang, M. (2007). Designing Online Courses that Effectively Engage Learners from Diverse Cultural Backgrounds. British Journal of Educational Technology, 38(2), 294-311.

Wingfield, S. S., & Black, G. S. (2005). Active versus Passive Course Designs: The Impact on Student Outcomes. Journal of Education for Business, 81(2), 119.

Xu, H., & Morris, L. V. (2007). Collaborative Course Development for Online Courses. Innovative Higher Education, 32(1), 35-47.

Yelon, S. (2006). Face-to-Face or Online?: Choosing the Medium in Blended Training. Performance Improvement, 45(3), 22-26.

Yoon, F. S., Ho, J., & Hedberg, J. G. (2006). Teachers as Designers of Learning Environments. Computers in the Schools, 22(3/4), 145-157.

Zhang, K., & Carr-Chellman, A. A. Courseware Copyright: Whose Rights Are Right? Journal of Educational Computing Research, 34(2), 173-186.

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This is a growing respository of pedagogical resources. We will continue to add links, articles, and documents about the best practices of teaching online and hybrid courses. If you would like to recommend resources for this page, please email the link or citation to elearning@utdallas.edu.

eBooks

Theory and Practice of Online Learning- eds. Terry Anderson & Fathi Elloumi

Making Sense of Learning Specifications & Standards: A Decision Maker's Guide to their Adoption 2nd Edition

Links

The E-Learning Domain

Creating Courses- Digital Games for Learning

Social Impact Games: Entertaining Games with Non-Entertainment Goals

Articles

Angeli, C. (2005). Transforming a Teacher Education Method Course through Technology: Effects on Preservice Teachers' Technology Competency. Computers and Education, 45(4), 383-398.

Becker, K. (2007). Digital Game-Based Learning Once Removed: Teaching Teachers. British Journal of Educational Technology, 38(3), 478-488.

Coffey, J. W. (2007). A Meta-Cognitive Tool for Courseware Development, Maintenance, and Reuse. Computers and Education, 48(4), 548-566.

Jereb, E., & Smitek, B. (2006). Applying Multimedia Instruction in E-Learning. Innovations in Education & Teaching International, 43(1), 15-27.

Keller, J. M., & Suzuki, K. (2004). Learner Motivation and E-Learning Design: A Multinationally Validated Process. Journal of Educational Media, 29(3), 229-239.

Kim, K.-J., & Association for Educational Communications and Technology Washington DC. Motivational Influences in Self-Directed Online Learning Environments: A Qualitative Case Study (No. ED485041).

Liaw, S.-S. (2004). Considerations for Developing Constructivist Web-Based Learning. International Journal of Instructional Media, 31(3), 309.

McKenney, S. (2005). Technology for Curriculum and Teacher Development: Software to Help Educators Learn While Designing Teacher Guides. Journal of Research on Technology in Education, 38(2), 167-190.

Passerini, K. (2007). Performance and Behavioral Outcomes in Technology-Supported Learning: The Role of Interactive Multimedia. Journal of Educational Multimedia and Hypermedia, 16(2), 183-211.

Potts, D. (2005). "Pedagogy, Purpose, and the Second Language Learner in On-Line Communities". Canadian Modern Language Review, 62(1), 137-160.

Saito, H., & Miwa, K. (2007). Construction of a Learning Environment Supporting Learners' Reflection: A Case of Information Seeking on the Web. Computers & Education, 49(2), 214-229.

Skylar, A. A., Higgins, K., Boone, R., & Jones, P. (2005). Distance Education: An Exploration of Alternative Methods and Types of Instructional Media in Teacher Education. Journal of Special Education Technology, 20(3), 25-33.

Smith, C. F., Schneider, G. F., Kontos, G., Kuzat, H., Janossy, J., Thurmond, K., et al. Engaging the Learner. Annual Instructional Technology Conference (12th, Murfreesboro, Tennessee, April 1-3, 2007) (No. ED496202).

Yoshimoto, K., Inenaga, Y., & Yamada, H. (2007). Pedagogy and Andragogy in Higher Education--A Comparison between Germany, the UK and Japan. European Journal of Education, 42(1), 75-98.

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