Thomas.Eyre: Removed TOC

2025-01-07T22:38:41Z

Removed TOC

← Older revision		Revision as of 22:38, 7 January 2025
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	<seo title="eLearning wiki: Course assemply" titlemode="append" keywords="external assests, linking components, sequencing, schedulingsupport services, term preparation checklist" description="Assempling the various course components into a cohesive whole"></seo>		<seo title="eLearning wiki: Course assemply" titlemode="append" keywords="external assests, linking components, sequencing, schedulingsupport services, term preparation checklist" description="Assempling the various course components into a cohesive whole"></seo>
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	Assembling the various components of a course into a cohesive whole is, for the most part, straightforward, but can be fraught with particulars. It's a task for the detail-oriented. During this step in the building process, we upload external assets, link the imported and internal components into units or modules within the LMS or other platform, sequence them and, as a final step, schedule the correct dates and times of relevant components.		Assembling the various components of a course into a cohesive whole is, for the most part, straightforward, but can be fraught with particulars. It's a task for the detail-oriented. During this step in the building process, we upload external assets, link the imported and internal components into units or modules within the LMS or other platform, sequence them and, as a final step, schedule the correct dates and times of relevant components.

Thomas.Eyre: 3 revisions imported

2025-01-07T20:39:49Z

3 revisions imported

← Older revision		Revision as of 20:39, 7 January 2025
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en>Thomas Eyre: Fixed images and links

2018-06-19T14:01:09Z

Fixed images and links

← Older revision		Revision as of 14:01, 19 June 2018
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	[[Image:ServersSm.png\|thumb\|300px\|''1. Servers and the learner's screen. (1) the LMS sends the HTML page to the learner's computer, (2) hyperlinks call for web site pages, (3) embedded links stream media to the HTML page.]]Three issues need to be considered as we load our external assets: what format to use, where to load them, and how to organize them.''		[[Image:ServersSm.png\|thumb\|300px\|''1. Servers and the learner's screen. (1) the LMS sends the HTML page to the learner's computer, (2) hyperlinks call for web site pages, (3) embedded links stream media to the HTML page.]]Three issues need to be considered as we load our external assets: what format to use, where to load them, and how to organize them.''

	'''File format.''' File types, their characteristics and relative advantages were extensively discussed in the [[~~Building for the web~~: ~~Technical considerations~~ \| Building for the web]] article. How will you accommodate requirements of the various web browsers? Is storage space an issue and which formats best help you manage it? Are you going to use progressive download or streaming and which formats accomplish what you want?		'''File format.''' File types, their characteristics and relative advantages were extensively discussed in the [[ELearning/Course_building/Building_for_the_web:_Technical_considerations \| Building for the web]] article. How will you accommodate requirements of the various web browsers? Is storage space an issue and which formats best help you manage it? Are you going to use progressive download or streaming and which formats accomplish what you want?

	A big issue, often overlooked by internet novices, is whether the format can be opened within the web browser as opposed to downloaded and opened in a computer-based program. Our position is that, unless learners need to edit the file, all documents should open within the browser. The most common problem is using MS Word (.doc/.docx) documents. Rather than publishing in Word, documents should be in HTML or PDF - HTML for shorter texts to be read onscreen and PDF for lengthier documents that can be read onscreen or downloaded (making sure the PDF can be machine read for the reading-challenged).		A big issue, often overlooked by internet novices, is whether the format can be opened within the web browser as opposed to downloaded and opened in a computer-based program. Our position is that, unless learners need to edit the file, all documents should open within the browser. The most common problem is using MS Word (.doc/.docx) documents. Rather than publishing in Word, documents should be in HTML or PDF - HTML for shorter texts to be read onscreen and PDF for lengthier documents that can be read onscreen or downloaded (making sure the PDF can be machine read for the reading-challenged).
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	[[Image:CourseCommunication.png\|thumb\|250px\|<center>''3. Course communication links''</center>]]		[[Image:CourseCommunication.png\|thumb\|250px\|<center>''3. Course communication links''</center>]]

	As part of the planning process, we examined [[~~Supporting strategies~~ \| supporting strategies]] centered on retention, cognitive, motivational, and technical support. We must now create the linkages and tools that enable these strategies. At the least, a link or phone number for technical support needs to be included. Educational institutions typically offer a variety of student support services. Only by including these services can we say that online education is truly equivalent to the campus-based experience. Many institutions require this information in the course syllabus while others create hyperlinks on course home pages. An online example: [http://online.unlv.edu/content/resources/student-support UNLV Student Support]		As part of the planning process, we examined [[ELearning/Course_design/Supporting_strategies \| supporting strategies]] centered on retention, cognitive, motivational, and technical support. We must now create the linkages and tools that enable these strategies. At the least, a link or phone number for technical support needs to be included. Educational institutions typically offer a variety of student support services. Only by including these services can we say that online education is truly equivalent to the campus-based experience. Many institutions require this information in the course syllabus while others create hyperlinks on course home pages. An online example: [http://online.unlv.edu/content/resources/student-support UNLV Student Support]

	Communication tools within the course allow students a variety of means for seeking assistance from the instructor and working with other students (Figure 3). Beyond email and phone numbers, the course shell can include a dedicated announcements page, discussion boards for general Q & A and social forums, and online synchronous meeting spaces for the instructor's virtual office and student study lounge.		Communication tools within the course allow students a variety of means for seeking assistance from the instructor and working with other students (Figure 3). Beyond email and phone numbers, the course shell can include a dedicated announcements page, discussion boards for general Q & A and social forums, and online synchronous meeting spaces for the instructor's virtual office and student study lounge.
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	&uArr; [[Course building \| Up to Course building]]		&uArr; [[ELearning/Course building \| Up to Course building]]

	&uArr; &uArr; [[Course development \| Up to Course development]]		&uArr; &uArr; [[ELearning/Course development \| Up to Course development]]

	&uArr; &uArr; &uArr; [[ELearning \| Up to Home]]		&uArr; &uArr; &uArr; [[ELearning \| Up to Home]]

en>Thomas Eyre: 1 revision imported

2018-06-18T17:01:07Z

1 revision imported

← Older revision		Revision as of 17:01, 18 June 2018
(No difference)

en>Klwilcoxon: /* Term preparation checklist */

2017-02-27T19:36:15Z

Term preparation checklist

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ELearning/Assemble the whole - Revision history

Thomas.Eyre: Removed TOC

Thomas.Eyre: 3 revisions imported

en>Thomas Eyre: Fixed images and links

en>Thomas Eyre: 1 revision imported

en>Klwilcoxon: /* Term preparation checklist */