What are some of the teaching practices that promote the most learning?

• Course Organization describes the instructor's skill in managing, planning and presenting overall course content and learning activities so that the students understand the relationship among the various course objectives, topics, resources, etc.

Create your own web site or use Oncourse for course management
Create a central repository for class information - students can't lose the syllabus; keep the site updated; post weekly "surprises"; post your picture so those in the back of the room will recognize you outside of class!

• Clarity of Presentation describes the instructor's ability to clarify, communicate and develop ideas through simple explanations and vivid examples.

Use graphics and animations
Clarify complex ideas; make graphics available to students for study and review outside of class via the web or other means
• Openness and Rapport describes the instructor's ability to create an atmosphere of mutual respect and involvement. This can include instructor accessibility, human support and relevant value development in a relaxed, encouraging manner.

Use e-mail
Use personal e-mail and/or distribution lists; create small distribution lists for groups or sections; hold on-line office hours (a set time when you'll promptly respond to incoming e-mail); request a special class account for your course or use Oncourse mail if you don't want to clog your personal e-mail account
• Stimulation of Interest and Involvement describes how the instructor facilitates students' involvement in class discussions. Approaches which involve students actively in class generate enthusiasm, provoke interest, and appropriately challenge them. Astin's (1993) massive review, What Matters in College, reported that student-student interaction gives the best results for improving student learning. The IU study on excellent teachers and their students supported this idea.

Set up a web bulletin board or discussion forum
Post controversial or complex questions for students to answer; require them to respond to at least two other classmates; assign "starters" and "wrappers" - students who start and summarize the week's discussion- and/or "provocateurs" to challenge opinions, raise neglected issues, etc.

Have students create web resources
Provide some basic training and structure; can be independent or group projects

Adapt commercial software
Professor Yvette Alex-Assensoh has students play SimCity. Students are challenged not only by creating a successful city, but also by assignments that require them to justify decisions and analyze where the software is unrealistic and incomplete. Similarly, Professor Nick Cullather has employed the Vietnam War simulation Escalation in his course.

Invite scholars to participate in your class
Find scholars or colleagues who are willing to answer questions or correspond with your students via e-mail or by participating in an electronic forum.

Have students use the technological tools in your discipline
Require students to use instrumentation to collect and analyze data as "real" researchers

• Giving Feedback to Students in a timely way will provide them with information on their performance, so they know how to improve before the semester is over.

Provide feedback with Post'Em, the Oncourse gradebook, or e-mail Let students know where they stand; insert comments regarding individual performance
• Getting Feedback from Students has a two-fold purpose: to audit student understanding and to improve teaching methods and promote better learning before the semester is over.

Use QuizSite, the Oncourse quiz/survey tool, or simple web feedback forms
Reduce test anxiety by giving sample quizzes; get feedback (anonymous or not) during the semester; survey or poll students on issues or topics to springboard discussions

Links to exemplary sites:

• http://www.indiana.edu/~oztopics/

Note the Glossary in Study Resources; glossary items are from students.

• http://www.indiana.edu/~g300/berlin/berlins99.html

Students studying German create web pages on topics that have some relationship to the city of Berlin; entries are linked on this central page

• http://jacobs.indiana.edu/p429/

Note anonymous course feedback [near top of page] and the topical forms.

• http://www.indiana.edu/~futhist2/CoursePortfolio/index.htm 

Note the examples of weekly "warm-up" exercises.

• http://www.chem.indiana.edu/academics/ugrad/Courses/c343/moddst/setup.htm

Note the animation and module test (an email exercise).

• http://medsci.indiana.edu/c602web/602/start.htm

Note the "thumbnail" images of the slides, the slide quizzes, and the clinical case studies.