• Selection of media grows directly from course goals and pedagogical approaches.
• Makes use of course management, gradebook and communication tools available in the course management system.
  • Required tools: Syllabus, Content Module, IMIC Helpdesk hyperlink, and IMIC Evaluation hyperlink.
  • Optional tools: Breeze, assignment, mail, calendar, presentation, quiz/survey, CD-ROM and external web pages.
  • Technology requirements for equipment and file formats are communicated clearly.
  • Resources for support of required technology are conveniently accessible.
  • The skill levels required by students to use the technology are determined and communicated to students.
  • Considerations for selecting media include: cost of technology, time required to make it function, potential learning curve for students and Help Desk resources required.
  • Most importantly, be aware that the latest technology and applications may not be designed to meet the ADA/Section 508 compliance.

Many textbook publishers now host Web sites, and there are many databases, archives, “*E-packs” and other information resources available. New resources appear and old ones change, so an instructor should review this point periodically after a course is developed. One way to identify possible resources is to make an annotated “Webliography” as an extra-credit assignment in either an online or traditional class.

Special efforts should be made to create and support a learning community among online students who may easily feel they are working in isolation. Online discussion and chat are two obvious methods; group projects are also possible. Class discussion can function somewhat differently online than in the traditional classroom, because it is feasible to require every student to participate. The instructor can choose there role in discussion: deliberately directing it at every stage, setting the initial question and providing prompts, intervening only when necessary, or just turning the students loose.

Are there any courses which cannot be converted, at least to some degree, to online courses? No. Any course can be placed on the Web to some extent. The more difficult question for manufacturing education may be whether or not the lab assignments with demonstrations and hands-on equipment training can be conducted successfully. Many labs cannot be conducted without the availability of the necessary equipment. This should be an underlining consideration before developing the course.

1. Select courses which allow the assignments, including lab work, to be conducted online.
2. Select courses which are the most completely documented (i.e., existing lecture notes, presentations, assignments, quizzes and tests) or those that do not require a major redevelopment. To make the transition to online easiest, the documentation must exist in electronic form.
3. Select courses with the broadest interests, which includes those courses which are generally taken by students majoring in other disciplines. Select classes which would most likely appeal to students regardless of whether they need it for credit or to support their continuing education. Good candidates include existing continuing education programs/course (i.e., production management, inventory control, quality, etc.).
4. Select courses taught by those willing to implement them online. Those that have some basic computer and Internet skills can learn Web publishing quickly.