Here’s another sample site, this time for a computer science course at Mary Washington. The site is simple, with the information flow more or less exclusively from professor to student. It’s also a little difficult to negotiate retroactively (assignments, for example, aren’t found in a easily discerned single place). The result is a strong case for organizing a site using categories as you go, but was probably useful for student and professor as the class was in session.

The main reason I’m posting it, however, is for those of you who’ve been talking to me about homework and quiz options might find this post particularly useful. The professor has set up a form that will email him the answers to the questions once the students answer. He also uses a more traditional format, having students download an ms word homework assignment which they then email to him. The advantages to this are of course a lack of paper, etc. Ideally, though, one would probably want a solution that doesn’t involve email, but rather stays on the course site, don’t you think? Continue reading →

Below you’ll find two sites which were used for the same class, a Macaulay Honors College Class called ‘The Peopling of New York City’. Both sites use a platform very similar to what you’ll be using in the fall. I like these largely because they’re relatively simple–while often we benefit from students who can do amazing things with our sites, this is a relatively standard set up that (I promise) any of you will be able to do by the end of the Fall 2011 term. One thing I do want to remind you of (and I’m sure I’ll be saying this again), don’t be intimidated by sites like this–we’re looking at what took an entire term to build, and each of these started as bare bones sites, with just a syllabus and a not much more.

To the sites then. The first is the class’ main site, which I imagine most of you will imitate to some degree. Here we have a syllabus, resources, a page where students post short writing responses, and guidelines on larger projects (the equivalent of a handout). Much of what’s here is going from professor to student, except the student responses. Click the image to be taken to site itself, and have a look around.

Below, then, you’ll see the second class site, which is the student-directed research project. This is nicely done, and most pages are within most student capabilities (maybe with a little help from your community facilitator)*. It’s a nice project, with video, a pleasant look, and a rigor that I think the students can be proud of. You can click this image to have a look as well.

*if you’re curious, this page is one students will be able to do with just a little training. This one is a bit trickier.
To the sites then. The first is the class’ main site, which I imagine most of you will imitate to some degree. Here we have a syllabus, resources, a page where students post short writing responses, and guidelines on larger projects (the equivalent of a handout). Much of what’s here is going from professor to student, except the student responses. Click the image to be taken to site itself, and have a look around.

Below, then, you’ll see the second class site, which is the student-directed research project. This is nicely done, and most pages are within most student capabilities (maybe with a little help from your community facilitator)*. It’s a nice project, with video, a pleasant look, and a rigor that I think the students can be proud of. You can click this image to have a look as well.

*if you’re curious, this page is one students will be able to do with just a little training. This one is a bit trickier. Continue reading →