Learners read about the types of clothing considered appropriate for a childcare setting. This activity is designed for students enrolled in an early childhood education program.

In this interactive object, instructors use an extensive inventory to assess their beliefs and uses of assessment. The inventory is based on the work of educators supported by the American Association of Higher Education Assessment Forum in 1996.

Learners mentally manipulate two-dimensional diagrams to visualize the objects in their three-dimensional forms.

The learner will recognize common gestures and identify the meanings associated with those gestures.

The purpose of this learning object is to introduce the learner to the different processes of science.

In a drag-and-drop exercise, the learner considers various food items and determines if they improve brain functioning. This learning object is designed for instructional assistants.

Multimedia Principles - Signaling. Explore how using voice and visual cues can help your learners focus, organize, and process your content.

Users examine ways for students to give feedback to their instructor about what they have learned and what part of the lesson is not clear.

In this interactive object, learners solve a school mystery by identifying the "suspects" in the hierarchy of questioning: knowledge, comprehension, application, analysis, synthesis, and evaluation. This activity was designed for teachers and instructional assistants.

Learners read about the strengths and weaknesses of this Web communication tool.

In this learning activity you'll review answers to commonly asked questions about the GED/HSED essay and view the official scoring guide.

In this interactive object, learners answer questions about doing research on the Internet.

This lesson focuses on the affective domain, which refers to attitudes of awareness, interest, attention, concern and responsibility. Users quiz themselves on their basic understanding of the content.

Learners play a game to review concepts connected with student assessment. The categories on the game board are "General Assessment," "Science Assessment," "Math Assessment," and "Famous Scientists."

In this interactive object, learners identify the elements of the Windows platform in a drag-and-drop exercise.

In this interactive object, learners identify the different roles generally assumed by teachers and instructional assistants as they form a partnership in the classroom.

In this exercise, students read a list of sources used in a research report. They follow MLA guidelines to write parenthetical references and to compile a Works Cited page.

Instructors complete a simple, informal inventory that helps them to see how they use the Seven Principles of Good Practice in Undergraduate Education developed by Chickering and Gamson (supported by AAHE, ACE, Johnson and Lilly foundations) in 1987.

Learners listen to other students express their concerns about taking an online course. Strategies for how to be successful in school are discussed.

The learner reads about the kinds of questions that are most effective to use on student questionnaires evaluating instruction. Generic evaluations are less helpful than evaluations focused on the specific types of instruction and learning expected in a content area. Sample questions are provided.

Users read about how course competencies relate to program outcomes. They listen to the testimonies of three students who describe learning activities that prepared them for the world of work. In a matching exercise, learners distinguish between course competencies and program outcomes.

This learning activity describes the definition, the uses, and the terms associated with a blog.

Learners solve two sample problems for a mechanical reasoning assessment.

Users complete a self-inventory to determine if their approach to assessment is teacher-centered or learner-centered.

Explore the history behind today's eLearning best practices in this introduction to our design principles series.