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.

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

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.

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.

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

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.

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

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.

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

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.

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

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 learning object designed for educators, users review strategies for teaching reading in all classrooms, not just in the reading or language arts classroom. Two pages contain audio.

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

In this interactive object, learners examine terminology dealing with phonics and whole language and identify the different types of activities that would be seen in a phonics-based or whole language classroom. Part of this activity has audio.

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

College instructors and staff read about their responsibilities to prevent sexual harassment on campus. This learning activity covers protected class status and the federal law. It also identifies the four levels of sexual harassment and the three types of sexual harassment: quid pro quo, hostile environment, and third party.

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.

Users view effective and ineffective methods of assessing a task. Flight training is used as an example of an area that needs authentic assessment.

In this object designed for instructional assistants, learners read about the laws that pertain to student school records. Three case studies are presented and learners write about how they would respond in these situations.

In this interactive learning object, users examine the role of expectations on students and how teachers communicate their expectations. Users complete a matching activity, watch a view, and evaluate their own teaching methods.

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.

Learners solve two sample problems for a mechanical reasoning assessment.