Links to related Web resources -- Web resources mentioned in the body of the
Background Information or Activities should be linked from those places. Any
additional resources (exploratory sites, etc.) may be listed as Supporting Materials. If your list is
lengthy it is appropriate to place it in a separate file.
on-line glossary, appendix -- Items included here should be linked from the text of the module and all placed in a separate file.
Study and review questions -- For lecture notes, these will resemble traditional test-review questions. Activity-oriented modules (such as this one) may incorporate more "active" questions to re-enforce new skills. These questions can also serve as a "gatekeeper" to help students complete an activity correctly before submitting it to the instructor for evaluation. You
may also wish to include links to on-line quizzes.
In a modules such as this, you might ask:
Again, if this list of questions is lengthy, place them in a separate file.
- Does your module follow principles of good Web Design? Are graphics appropriate for the Web?
Do forms and tables contribute to the clarity of the module?
- Will the site work on different browers? As a general principle it is a good idea to "design up", but
remember that there are still people out there with text-based browsers.
- Does your module conform to the general "look" of the Virtual Geography Department?
- Did you include a contact address for comments and corrections?
- Is every page in the module linked back to the beginning of the module, to the working group home
page, and to the Virtual Geography Department Home Page?
- Are pages designed for viewing on 640X480 pixel monitors and projection panels?
- Is the initial page streamlined and quick to load?
- Do imagemaps have textual counterparts? Can people navigate your pages if their graphics are
- Are graphics clear, fast-loading, and content-rich?
This section will contain a standard paper on active pedagogy and should be included in every
module. The paper will be distributed as soon as it is complete.
Back to the Table of Contents
Created 22 July 1996 by Shannon Crum. Last updated 9 September 1996 by slc.