Ensuring Co-teaching Continues Virtually: A School Leader’s Imperative

Teaching and Learning Collaboratively and Virtually

In this paper we describe five knowledge areas for IS educational activities called for in the MSIS 2006 Model Curriculum. The knowledge areas are business processes, emerging technologies, globalization, human–computer interactions, and the impacts of digitization. We then describe two graduate-level courses which pursue these activities — each from a different perspective. One perspective foc...

Teaching Applet Programming to Non-Majors — Virtually

We discuss the development and deployment of a “partially virtual” computer science course for non-majors in which the Web mediates a significant fraction of the course. In particular, approximately a quarter of the course is dedicated to teaching Java applet programming through the use of a Web-based programming environment. We address the development of the curriculum, the integration of seve...

Teacher Leaders: Teaching, Learning and Leading

Instructional Design Tips for Virtually Teaching Practical SkillsPeter

What can you do to virtually teach the hands-on skills traditionally taught in labs? If you include simulations, active experimentation, discovery-learning techniques, numerous questions with detailed feedback, video, animations, and photographs, you can effectively teach practical hands-on skills through multimedia technology. Through discussion and demonstration, this session will highlight p...

Evaluating the Imperative of Intraorganizational Collaboration A School Improvement Perspective

“Collaboration” is a ubiquitously championed concept and widely recognized across the public and private sectors as the foundation on which the capacity for addressing complex issues is predicated. For those invested in organizational improvement, high-quality collaboration has become no less than an imperative. However, evaluators and program stakeholders often struggle to assess the quality o...