http://www.merlot.org:80/merlot/ A search of MERLOT materials Copyright 1997-2013 MERLOT. All rights reserved. Fri, 24 May 2013 05:49:44 PDT Fri, 24 May 2013 05:49:44 PDT http://www.merlot.org:80/merlot/images/merlot.gif http://www.merlot.org:80/merlot/ 44 34 http://www.merlot.org/merlot/viewMaterial.htm?id=87590 This is the home page of the Center for Applied Special Technology (CAST), an educational, not-for-profit organization that uses technology to expand opportunities for all people, including those with disabilities. CAST created Bobby, a Web-based tool that analyzes Web pages for their accessibility to people with disabilities. (Reference: ADA) http://www.merlot.org/merlot/viewMaterial.htm?id=87704 A list of problems an instructor can encounter in online discussions and assignments, and suggested solutions for each. (Reprinted from "Reinventing class discussion online," Monitor on Psychology. April 2000, 31, 54-56.). This resource about online discussion is useful when designing your online courses to result in success rather than frustration. http://www.merlot.org/merlot/viewMaterial.htm?id=87591 Bobby is a free service provided by Center for Applied Special Technology (CAST) to help Web page authors identify and repair significant barriers to access by individuals with disabilities. This website provides free access to page-at-a-time Bobby testing, as well as access to the free, fully downloadable version of Bobby. (Reference: ADA) http://www.merlot.org/merlot/viewMaterial.htm?id=87644 This website contains a ?sample student handout? for distance learning courses. It covers many issues that an instructor should consider in administering an e-learning class. Topics include student access, student responsibilities, student accounts, rules of class communication, email (״spam," attachments, flaming, etc.), discussions, chat, privacy issues, and other legal considerations. http://www.merlot.org/merlot/viewMaterial.htm?id=87671 This paper, entitled "APART OR A PART? Access to the Internet by Visually Impaired and Blind People, With Particular Emphasis on Assistive Enabling Technology And User Perceptions" published in Information Technology and Disabilities, Vol. 6, No.3-4, November 1999, describes a study designed to document perceptions and experiences of Web use by people with visual impairments, and to examine how access and use can be improved. (Ref: ADA) http://www.merlot.org/merlot/viewMaterial.htm?id=87656 The changing roles and challenges for higher education and the increased productivity required of faculty are driving forces for the development of more diverse and efficient teaching methods. Educational trends are toward more learner-centered materials. In response to these trends, colleges and universities are now offering courses at a distance and in forms other than traditional delivery. On-line courseware materials may be a viable means of fulfilling these numerous requirements, but are very resource-intensive to develop. Multiple approaches to developing on-line learning have been tried, with limited success. The primary approach has been for faculty to enter their own course materials into the computer. To maximize university resources, the most effective approach for developing on-line learning materials must be determined and institutionalized. While faculty are the most logical persons to provide course content and design, faculty should not be expected to complete the technical tasks associated with developing on-line learning materials. http://www.merlot.org/merlot/viewMaterial.htm?id=87631 The authors of this paper, M. D. Roblyer and Leticia Ekhaml, published in the Online Journal of Distance Learning Administration, discuss the importance of students perceptions of the degree of interaction in a course and the related impact on student achievement and satisfaction. As well, they have designed a rubric for faculty to use to determine the degree of interactivity in their own distance learning courses. http://www.merlot.org/merlot/viewMaterial.htm?id=87587 This research paper describes how a document analysis of more than 3000 course evaluations of 154 distance learning courses was used to generate tips for successful teaching in an online environment using an asynchronous learner discussion forum. http://www.merlot.org/merlot/viewMaterial.htm?id=87632 There are many areas to explore regarding copyright in light of statutory law and case law, especially as they relate to Internet-based distance learning. In this paper, published in the ?Online Journal of Distance Learning Administration,? the author provides an overview of the subject, addresses new legislative measures, and provide guidance regarding distance education matters for the designers of online materials. http://www.merlot.org/merlot/viewMaterial.htm?id=87647 At the center of the debate over the viability of distance education is whether the newer electronic technologies can offer enough interaction to maintain quality learner outcomes and critical mass. Two of the most commonly used forms of distance education are 1) two-way, fully interactive audio-video classrooms and 2) on-line instruction through the Internet or Worldwide Web. This study used qualitative methods to compare and contrast the interaction that occurred in distance learning courses offered via each medium. The research process confirmed findings that there were fundamental differences in the interaction that occurred in the two environments. On-line interaction is so profoundly different than interaction in the traditional and AV-based class room that it appears instructors and students will need a substantial period of adjustment to feel comfortable with it and to fully appreciate its value. It appears that, as distance teaching and learning moves to a 'mixed media' approach to teaching and learning, how interaction is handled with each of the media may be important to the success of a distance program.