In this activity, faculty members answer questions about topics and information they learned during their online orientation. This game was designed for Wisconsin’s Northcentral Technical College. It can be customized for other colleges and organizations.

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

Students view information taken from various sources and decide if the material is acceptable for a technical research report. After choosing whether or not the source material is acceptable, the students read an explanation from the instructor.

Users of this learning object review a case study of an online student and her experience with her instructor. They determine the principles of good practice for teaching online.

In this learning activity you'll analyze a scenario using operant conditioning. (For security reasons, the ability to email results to your instructor at the end of the lesson has been disabled)

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 learning activity you'll write a description of a vegetable peeler and submits it to the instructor.

This learning activity will help you determine which verb to use to best match the competency you are creating. Instructors who are writing or revising courses will find this a valuable resource.

This learning object gives instructors an opportunity to review the definitions of formative and summative assessment and list examples of the evaluations they use. In a drag and drop exercise, they classify a variety of assessment tools as either formative or summative.

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.

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 complete a crossword puzzle with terms that relate to common diseases and disorders of the blood. Immediate feedback is provided. Learners have the option to send an e-mail to their instructors notifying them that the learning object has been completed.

Learners examine the do's and don'ts of blogging in a school setting. They compare the features of a student blog with those of a classroom community blog. This learning object is particularly designed for instructors.

Spanish conversation instruction, by Fox Valley Technical College Spanish instructors. How two native speakers from Mexico would greet each other.

In this interactive object, learners use their knowledge of postpartum theory and the nursing process to complete a plan of care. The student's plan may be e-mailed to the instructor.

Instructors who will be teaching in an Interactive Television classroom can use this activity to familiarize themselves with the various equipment options available in these rooms. A matching activity is used as a self-assessment.