Searching the Web: Bringing the real world into your classroom
Tip Sheet 1 | Tip Sheet 2
Participants will exercise several search engines and refine their Internet search techniques to find information relevant to the
problem of the day. Special "power user" tips and tricks will be revealed to take advantage of the latest advances in search
engine technology.

1. Choose two preferred search engines: one indexed search, one hierarchical search.
2. Learn the ins and outs of your preferred search engines: adding/subtracting terms, filtering by date/host.
3. Build in search capability to your browser's personal toolbar.
4. Power user tips: navigation-aided searches, etc.
5. Sample searches using the above advice.
6. Solicit from participants barriers they have found for using technology in teaching.

Building the Web: Publishing course resources
Examples
Participants will finish developing their PBL problem or case, learn to how to publish it in web-ready form, and select and list Internet resources for their students to use when working through the problem in their course. This session will also include a review of several existing course web sites as the basis for a discussion of how web site design can contribute to learning.

1. Using your bookmarks.html file as a web resource list.
2. Using Netscape Composer to edit a web page template.
3. Illustrate how any page can function as a template.
4. Using Netscape Composer to create a basic web page.
5. Group discussion: how do these sample sites from ITUE alumni differ in their contribution to learning?
   1. Bob Hodson, BISC 208: using online notes, schedule, sutdy questions, evaluation forms, and suggestion box.
   2. Gretchen Bauer, 5 courses in POSC: using a template as an organizational and design aid for an online syllabus.
   3. Dave Gulick, CRJU 167: using a course web site in lieu of a required text.

Expanding the Web: Starting your course web page
WebCT Overview (PowerPoint presentation)
WebCT will be presented as a versatile teaching environment in which a robust course web site can be built. Using a PBL-style template, participants will activate their WebCT course sites and learn how to post their PBL web page and other course materials. Demonstrations will include maintaining a web presence outside of WebCT and tools and strategies for collaborative learning online.

1. Demo PBL template within WebCT.
2. Activate WebCT courses with PBL templates already installed.
3. Examples of courses with web presence outside of WebCT and within WebCT. What's different in each case?
4. Example of a full-fledged case study learning environment structured using WebCT.

Lessons Learned: Technical Challenges, Teaching Responses
Lessons Learned web presentation
Using technology in teaching can be challenging as well as rewarding. This session will share how UD faculty have responded to these challenges and provide specific suggestions for how you can benefit from their experience. Consideration will also be given to addressing the escalating expectations of students.

1. Use examples that have been detailed earlier in the week as a basis for a review session.
2. Problem: My students don't participate in class discussions in a thoughtful way.
   Correlary: I don't feel it is a worthwhile use of class time to extract a worthwhile discussion from under-prepared participants.
   1. developing topics online that can be brought back into class.
   2. participation recognition system for asking questions.
   3. team-based, role-playing approach
3. Problem: The subject I teach is expanding beyond what I can teach in the time alloted.
   1. using online tools for content delivery that allow more time for in-class active learning strategies.
4. Problem: Doesn't all this technology mean my students will be spending more than the suggested 3 times the class time?
   1. Student time need not increase, although the quality of the time spent on your course should.
5. Problem: technology requires more time for preparation and administration from faculty
   1. Intangible benefits: colleagues from around the world and campus see showcase of your work
   2. Tangible benefits: one aspect of "creative teaching"
   3. Transference: crossover of technology learned for teaching to technology used for research
   4. Payoff from repeated use of technology (follow naming conventions)
   5. Faculty are already immersed in electronic communication
6. Problem: increased communication between faculty and students means reading more e-mail
   1. Class mailing lists: answer question once for entire class
   2. Discussion groups:
   3. E-mail management: separate course in boxes
7. Student survey says: results from Viv Klaff's SOCI210 class survey about WebCT

Comments, suggestions, or requests to ud-itue@udel.edu. "http://www.udel.edu/inst/jun2001/present.html" Last updated June 23, 2001. © Univ. of Delaware, 2001.