Building technology supported learning summary

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  • Web-enhanced - regular on-campus course with supplemental inclusion of technology
  • Hybrid or blended - up to 50% online and/or technology mediated
  • Distance learning - 51% or more technology mediated, less than 49% on-campus
  • Full online - 100% online, may include required on-campus orientation and/or exams

Learning outcomes for faculty

  • experience as a student - student view of primary functions - resources, activities, communications, navigation
  • understand faculty legal responsibilities - copyright, FERPA student records, processes for creating and maintaining courses
  • practice creating content, using administration and instruction functions - sandbox
  • mentoring by experienced Catalyst/ Moodle using faculty
  • participate in an online community of practice with other faculty to discuss ideas and implementation of technology supporting student learning
  • evaluate and apply Catalyst/ Moodle functions to own course objectives, student learning objectives
  • plan and develop actual course specific materials and content - course outline, resources and activities in course Master shell

General guidelines - all courses

  • request a faculty Development account - necessary access to Catalyst-specific training.
  • Catalyst 1: An Introduction to Catalyst - experience Catalyst/ Moodle as a student, plan and prepare for your own course
  • Catalyst 2: Designing & Building Your Catalyst Course - design and build your own Catalyst online course, learn design techniques and tips that promote ease of use and course management.
  • sandbox - evidence of resources (links, pages, book), activities (discussion forums with topics, assignments, quizzes), course settings, grading setup
  • TSLR Overview and Learning Support (CAOS 198Y) - Seven Principles - pedagogy, best practices, application of Catalyst/ Moodle functions for specific student learning outcomes
    alternative - Catalyst 3 - covers similar some pedagogy and application of Catalyst/ Moodle functions
  • request Master shell for building content for a specific course - mentor review checklist prior to request for production course
  • request for student accessible course for next quarter

Distance learning course additions

Addition requirements where course work is completed online through the course management system. There is a reduction in on-campus meetings for any of these course formats.

  • TSLR Teaching and Learning (CAOS 195Y) - continuing and extending Seven Principles, course management, administration, student support, communication - "self contained" - more extensive because there is little or no other interaction with students other than through the web-based content resources and communication functionality.
  • approvals - Dean, Distance Learning, Curriculum Committee
  • notification for course catalog as Distance Learning

Technology supported learning readiness Checklist

An undergraduate education should be active, cooperative, and challenging.
-- Chickering & Gamson, 1987

Seven Principles for Good Practice in Undergraduate Education

1. encourage student-faculty contact
2. encourage cooperation among students
3. encourage active/engaged learning
4. give prompt feedback
5. emphasize time on task
6. communicate high expectations
7. respect diverse talents and ways of learning


  • student view, participation
  • activities, resources - add to course - discussion forums, assignments, quizzes
  • course setup - lessons, calendar, due dates
  • communication, interaction - messages, forums, feedback
  • grades, participants
  • profile, personalization
  • Course Evaluation Checklist based on the Seven Principles

Online teaching and learning

DeAnza Catalyst

  • development, live server - access, requirements
  • course migration, maintenance procedures
  • student records, grade submission
  • department oversight
  • Distance Learning requirements