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This chapter encourages you to convert your classroom presentations into Web-ready formats, and includes practical suggestions about developing multimedia classrooms. It has little to do with actual use of the WWW. Putting your multimedia materials into WWW formats is a very good approach for making classroom presentations. It has the advantage that, should you choose to do so, you can make some or all of those materials directly available to students over the WWW. [ABSTRACT FROM AUTHOR]

This chapter concerns security, copyright issues, and protecting faculty work. The WWW is published everywhere. Maybe that's not what you want. [ABSTRACT FROM AUTHOR]

This chapter speaks to ways of dealing with Web traffic and controlling student access. When students access your materials from home or off-campus, they are at the mercy of Web traffic. Web traffic sometimes can become a problem on campus during busy periods. Also, on the WWW, students can surf wherever they please. In schools and on campuses, especially in precollege settings, you may prefer to control student access to the WWW. There are two reasons to impose control. In both precollege and college classrooms, you can put all of the materials of interest to you on a local server, hard drive, optical drive, or CD-ROM. The resulting weblet* is self-contained, and therefore can run as fast as your local network or drives permit. When you click a link, you are connected to another file on your network and not somewhere out on the Web. Also, the student cannot get into objectionable material on school premises starting out from your materials. This is a big issue with many parents, and therefore is of real importance in precollege settings. Remember, however, that what you are doing in creating a weblet is removing the most powerful feature of the WWW, namely, world wide connectivity. [ABSTRACT FROM AUTHOR]

If you can access the WWW, then you also may have the ability to create a Web site at your computer. This chapter deals with issues related to managing a Web site. If you are a high school or college teacher, then your school probably already has one or several Web sites. My server is hard-wired to my university's network; there is no modem. Most University of Nebraska-Lincoln (UNL) rooms are outfitted with one or several outlets having two computer ports and one phone port. These are centrally controlled; one calls to have a particular port activated. Once a port is live, a department or some other agency is billed monthly for that port. [ABSTRACT FROM AUTHOR]

This chapter is about making students better at academic survival. Think about what you are proposing to undertake. You are now contemplating putting much of your learning material "on-line." In your current setting, you have some control. To some degree, you can make students attend class. (This varies from setting to setting, of course.) You can engage them in activities. Over the WWW, they have much more freedom. They may be logged onto a machine, but you won't be there to see what they're actually doing. My sense is that students who are poor at self-regulation easily can be "slaughtered" in WWW-based courses. You can't place your materials on the WWW if your candidate students are not self-regulating and hope for success, can you? [ABSTRACT FROM AUTHOR]

This chapter concerns the creation of interactive environments between students and/or the teacher using the WWW. By using questioning and other techniques in your classroom, you can elicit responses and give feedback on a time scale measured in seconds or minutes. Each student can be called on, and you can question in such a way that nearly all students are always prepared to respond. If you use cooperative strategies, you might even be successful at utilizing more questioning to get higher overall response rates. At first blush, active learning might seem to be easy to achieve in a classroom. As the teacher, you can ask questions. Sometimes your glances or gestures can evoke significant student participation. Again, research tends to support the notion that teacher questions are less effective than teachers think, and that most teacher-centered classrooms do not involve as much active learning as the opening lines of this chapter might suggest. The tasks that the teacher sets for the students usually determine the extent of active learning. This chapter has the twofold purpose found elsewhere in this book. One dimension has you focusing on the nature of the task of creating active learning environments, and the other on the tools available to help you to accomplish that task. [ABSTRACT FROM AUTHOR]

This chapter deals with the value of student discussion, and the Web-based wherewithal to support and encourage discussion. It would be hard to fault an approach to devising new systems of learning, such as when planning to use the WWW as a communications vehicle, that begins with a review of what seems to work. In the opening chapters, the work of Pressley and McCormick [1995] was cited several times as a source of suggestions about teaching. The Handbook of Research on Improving Student Achievement offers both generic suggestions and content-specific suggestions for consideration. [ABSTRACT FROM AUTHOR]

There are several ways in which teachers can choose to include sound in instructional programs: MusicAudio tracks of instructor voice, just as if recorded from a lectureText to speech tracks in which text files are "spoken" in a computer voiceEarcons, sounds that indicate a particular operation or convey some constant informationInformational sound, the nature of which indicates some special meaning about dataLive radio may be broadcast over the Web. For example, one of the presidential debates was available in this format. [ABSTRACT FROM AUTHOR]

The impact that digital technologies* have had on television is nothing short of remarkable. The surrealism that greets viewers is spectacular. This has been made possible by computers. Nothing is more spectacular, however, than the decrease in costs associated with television production. Today desktop television is an achievable reality. In principle, one person can do in minutes work that used to take many hours or even days to accomplish. [ABSTRACT FROM AUTHOR]

This chapter discusses many issues specific to images and the WWW. [ABSTRACT FROM AUTHOR]

A teacher needs an understanding of how things are accomplished on the WWW so as to be able to design good materials — and providing this understanding is the intent of this chapter. [ABSTRACT FROM AUTHOR]

Designing a course involves focusing on many different aspects of instruction. Instruction is a whole and not just parts. The purpose of this chapter is to summarize the parts available for WWW-based instruction. Before turning to the parts, it might be appropriate to describe an older course that made extensive use of technology and then sketch out how that might be handled today. [ABSTRACT FROM AUTHOR]

Using the WWW for teaching is new. There is no solid research base to consult for guidance. On the other hand, there are things learned from teaching in other venues that are likely to help or guide those interested in using the Web for instruction. This chapter draws on research results in making suggestions about creating learning environments. [ABSTRACT FROM AUTHOR]

Web-Teaching*1 is a book about teaching, especially interactive teaching, using the World Wide Web* (WWW) as a communications medium. [ABSTRACT FROM AUTHOR]