Introduction to this Website.  This is an OnTAP Website for reviewing the revision process for deliverables gathered during the first part of the Online Tutorial Assistance Project, a Telecommunication Model Application Pilot Project (TMAPP) of the Chancellor's Office of the California Community Colleges.  For access to Tutorial Developer Work Product Drafts, go the the On Tap Drafts page. For information about the project in general, go to OnTap Home.

Between May 7 and May 27, 1999, members of the OnTAP community of interest were invited to review and assess project deliverables using the ETUDES environment.  As a result of this review and assessment process, a list of revision checkpoints was created for faculty developers to consider as they revise their tutorials for field-test readiness.

During 1999, Project developers are invited to submit revisions and enter the forum for exchange of ideas using the ETUDES Website.   Project developers are encouraged to contact Gloria Floren by phone or e-mail as needed.   The goal is to have all or most revisions completed by July 15, 1999, or as soon thereafter as possible, so that tutorials may be readied for field testing beginning August 1999. 

During the spring 2000 field test, the Beta Test site for ETUDES-Tutor will be used.  All tutorials will be revised to meet project criteria and standards, including accessibility standard, and then imported to Project Server for Final Report.   Tutorials will be available at the Final Tutorials Website and in the ETUDES-Tutor by June 15, 2000.   top

Course Objectives. By the end of the spring semester 1999, the nine OnTAP faculty developers produced and uploaded to the Web drafts of their project deliverables.  These deliverables include the Information Competency Short Course (Marion Foerster and Carolyn Funes, in collaboration with faculty at Rancho Buena Vista High School), and tutorials in the following subjects: economics (fiscal and monetary policy: Jose Esteban), English and ESL (development with specifics: Gloria Floren; paraphrasing, cubing, and paragraphing: Kathleen Rippberger; thesis statement: John Tagg; and ESL resources: Colleen Waldele), and human sexuality (anatomy: Barbara Schnelker).  Additionally, Webliographies completed in the fall semester include the work of Dennis O'Neal (anthropology, Palomar) and Bob Fredin (English, MiraCosta).   URLs for tutorials below are located at the originating servers; see the Final Tutorials site for final versions prepared for the report to the Chancellor.

Each of the following tutorials developed during the spring semester of 1999 addresses one or more academic course objectives, as documented in the MiraCosta College and Palomar College Official Courses of Study:

Economics | English: specifics | English: thesis | ESL-English: paraphrase | ESL- Online Writing Lab at Palomar
Human Sexuality | Information Competency

ECONOMICS: Fiscal and Monetary Policy (Jose Esteban, Palomar).
*Fiscal Policy Tutorial*
*Economics Webliography*

• MiraCosta:
  • Economics 100: Survey of Economics. Objective 4: Distinguish between monetary and fiscal policies as effective tools for the adjusting of economic activity in the presence of either unemployment or inflation (fiscal policy: guiding the aggregate economy; Money, banking, and public policy)
  • Economics 101. Principles of Economics (Macro). Objective 4: Differentiate between monetary and fiscal policies and their appropriate use in the influencing of aggregate economic performance. Objective 5: Distinguish between unemployment and inflation and the appropriate policies to be taken to correct these problems. (Fiscal policy, Monetary policy)
  • Economics 105. Elements of Economics. Objective 3: Recognize the two major views towards public policy as represented by traditional and contemporary analysis of the macroeconomy. Objective 4: Employing the concepts of monetary and fiscal policy, evaluate objectively current economic policy proposals. (Monetary policy, Fiscal policy)
• Palomar:
  • Economics 100: Basic Economics. Objects 7: Identify the possible fiscal and monetary policies that can be utilized. Objective 8: Apply the principles of aggregate demand and aggregate supply in order to analyze the effects of the possible fiscal and monetary policies.
  • Economics 101: Principles of Economics (Macro). Objective 2: Display knowledge of the specific vocabulary and graphic methods of economics and apply these in economic reasoning. Under "National income and output determination," know government budget policies: (1) the multiplier effects of a change in the equation (balance or lack of balance in the federal budget, consequence of balanced change in the federal budget). (2) discretionary and nondiscretionary fiscal policies (automatic stabilizers), and (3) examination of macroeconomic fiscal performance of the American economy. Under "Money and banking structure," know (1) purposes of monetary policy (verbal and graphic exposition and attributes and consequences of tight/easy money policy), (2) problems of monetary policy, and (3) Alternatives of policy (rules). top

ENGLISH: Specific Development (Gloria Floren, MiraCosta)
*Be Specific Tutorial*
*English Webliography*

• MiraCosta:
  • English 100. Composition and Reading. Objective 3: Students will demonstrate at ability to write, and revise where appropriate, . . . expository essays. . . showing characteristics of good writing, such as. . . general and specific support [in "Topics to be covered" the following are mentioned: supporting evidence as a part of reading critically, and support under writing techniques]
  • English 202. Critical Thinking and Composition. Objective 3: Students will demonstrate an ability to debate, defend, and advocate ideas in cogent critical essays. . . where concerns of audience, . . . purpose, . . .are addressed, particularly in relationship to matters of claim, support, and warrant. Objective 4: Students will demonstrate an ability to incorporate relevant, validated evidence in a series of critical essays and a research paper. . . [In the topics to be covered section, under critical research is listed the following: gathering, evaluating, using data (evidence), as well as assessment of sufficiency, reliability, and relevance of evidence
  • English 201: Critical Thinking, Composition, and Literature. Objective 5: Students will demonstrate an ability to apply critical reading, thinking, composing, and researching strategies in the domain of literary and linguistic studies to discover and report factual information; . . . draw sound conclusions from data in a variety of forms. Objective 6: Students will demonstrate an ability to evaluate and draw sound inferences from data gathered. . . . and incorporate relevant, validated evidence. . . . [Topics include under critical writing and research, adducement of sufficient and appropriate support for claims; adequate and appropriate support; and under critical research: gathering, evaluating, and documentation using data (evidence); and assessment of sufficiency, reliability, relevance of evidence
• Palomar:
  • English 100. English Composition. Objective 4: Organize central and supporting ideas [though the verb is organize, it implies that the students will find and use specific supports--this is reinforced in the body of knowledge section of the description, where under "Argument" are listed the following: evidence as one of the logical elements of critical thinking, use of credible statistics and examples.
  • English 202. Critical Thinking and Composition. Objective A1: Read analytically. . . identifying and stating the main idea, thesis, or unifying theme in expository or argumentative discourse. Objective B2 and 7: Write compositions demonstrating an ability to (2) establish and state clearly a unifying thesis or proposition and (7) rephrase written argument accurately, producing a faithful distillation of the central meaning of the text. [Body of knowledge section identifies several types of evidence, such as example and statistics, and identifies as a technique of effective written argument the use of concrete examples and diction with specific, clear meaning]
  • English 203. Critical Thinking and Composition through Literature. Objective B3: Students will be able to write compositions in which they demonstrate an ability to select examples, details, data, and other evidence to support or validate the thesis and other generalizations. Objective B4: Students will be able to write compositions in which they demonstrate an ability to use details, examples, data, and evidence to develop and elaborate on subtopics [Body of knowledge section refers to support in several areas: under critical reading strategies, identifying evidence of support to read for main idea, distinguishing fact and inference; under critical writing strategies, supplying sufficient support for claims][Body of knowledge section identifies several types of evidence, such as example and statistics, and identifies as a technique of effective written argument the use of concrete examples and diction with specific, clear meaning]  top

ENGLISH: Thesis Statement (John Tagg, Palomar)
*Thesis Statement Tutorial*
*English Webliography*

• MiraCosta:
  • English 100. Composition and Reading. Objective 3: Students shall write, and revise where appropriate, in-class and out-of-class expository essays and/or papers. . . showing characteristics of good writing, such as. . . a thesis.
  • English 202. Critical Thinking and Composition. Objective 3: Students shall debate, defend, and advocate ideas in cogent critical essays. . . where concerns of audience, . . . purpose, . . .are addressed, particularly in relationship to matters of claim, support, and warrant.
  • English 201: Critical Thinking, Composition, and Literature. Objective 5: Students will demonstrate the ability to apply critical reading, thinking, composing, and researching strategies in the domain of literary and linguistic studies to . . . synthesize ideas, draw sound conclusions from data in a variety of forms, and develop judgments in the form of thesis statements (reasoning inductively and deductively). [Topics include under critical writing and research the selection of a debatable and supportable thesis]
• Palomar:
  • English 100. English Composition. Objective 3: Compose a thesis statement with awareness of its implications.
  • English 202. Critical Thinking and Composition. Objective A1: Read analytically. . . identifying and stating the main idea, thesis, or unifying theme in expository or argumentative discourse. Objective B2 and 7: Write compositions demonstrating an ability to (2) establish and state clearly a unifying thesis or proposition and (7) rephrase written argument accurately, producing a faithful distillation of the central meaning of the text.
  • English 203. Critical Thinking and Composition through Literature. Objective A1. Critically evaluate ideas. . . identify the main ideas or unifying theme in works of literature Objective B2: Write compositions that demonstrate an ability to construct sound arguments by stating clearly a unifying thesis or proposition top

ESL and ENGLISH: Paraphrase (Kathleen Rippberger, MiraCosta.)
*Paraphrase Tutorial*
*ESL Webliography*

• MiraCosta:  English 803 and ESL 803. College Writing II. Objective 6: Students shall apply academic skills, including library skills, used at the college or university. (We still don't explicitly mention paraphrasing).  English 100: paraphrasing is mentioned in the section on topics of research study.  (Paraphrasing is not mentioned in the courses of study for English 201 or 202.)
• Palomar: ?? Does Palomar have a course description for an equivalent ESL?.  English 100: no mention of paraphrasing.   English 202 and 203 (their 201) paraphrasing is included in the course descriptions.  top

ESL: Online Writing Lab  (Colleen Waldele, Palomar)
*ESL Online Writing Lab Tutorial*

A model for  individual campus writing lab or for regional approach to faculty-student online tutoring via the Web.

Human Sexuality: Anatomy of Sexuality (Barbara Schnelker, Palomar)
*Anatomy of Sexuality Tutorial*
*Human Sexuality Webliography*

• MiraCosta: Psychology 115. Human Sexuality. Objective 1: Describe the parts of the male and female sexual anatomy. (Sexual Anatomy: 6 in-class hours)
• Palomar: Psychology/Sociology 125. Human Sexuality. Objective 1: Identify sexual anatomy. . . top

Information Competency Short Course.  Course Objectives Equivalencies in Progress. (Marion Foerster, MiraCosta, and Carolyn Funes, Palomar)
*Information Competency Short Course*
*Information Competency Webliography*

Revisions List.  Project Developers can use the following list to check their deliverables for field-test readiness.  These OnTAP Alpha Testing, Phase 2 Instructions for Developers  will be provided in the ETUDES environment by or before the beginning of July.  From Joan Gipson-Fredin, Director, <jgipsonfredin@miracosta.edu> (Phone: 760-758-1971--off-college office), 15 June 15 1999 draft):

1. Align your tutorial with your objectives.    Add content or eliminate unfinished pages until you are satisfied that the tutorial supports your goals.  Gloria Floren will facilitate content development.   A comprehensive list of the designated objectives for each deliverable will be posted in the tutorialists' academic forum of ETUDES in early July (see also the list provided above on this Webpage for immediate reference).

2. Refine the interactive diagnostic/assessment component as necessary.  This component should be a prominent feature of the tutorial, either an assessment activity that you develop or an external resource that you have selected.  top

3. In a section called "About this Tutorial (or Course)," document your work.  On the last page of your contents, create a link with that heading to a page that includes the following:

A. Citing this tutorial/course.   Write an annotated APA-style Webliographic entry for your work. (This will be included in the archive of on-line learning resources under development for this project.) In the annotation, identify what course(s) and objective(s) your tutorial/course supports.   (For reminders on APA-style citation, see Gloria Floren's page at http://www.miracosta.cc.ca.us/home/gfloren/OT-Webs.htm

B. Suggestions for Use.  Identify the intended users (students, tutors, and teachers) and offer suggestions for using the tutorial or course as a stand-alone device or with the aid of a tutor or teacher.

C. Accessibility.  After your work has been run through the Bobby check (See Bobby step below), add a statement specifying the level of accessibility the tutorial has achieved and date it.

D. Webliography.  Include an annotated entry for each link to an external resource in your tutorial.

E. Permissions.  For every text or visual or auditory element produced by someone else, identify the element and give the author's name and the date on which you received permission for use. (Link to an on-line file of verbatim permission statements if your wish.) Finish this section with this statement, "All other contents were developed by [you] or were found in the public domain," and date it.

E. Sponsors and contact information.   Put in the statement below, modified as necessary to acknowledge any other special funding source: "This tutorial [or course] was produced for the On-line Tutorial Assistance Project under a Telecommunications Model Application Pilot Project Grant of the Chancellor's Office of the California Community Colleges. The grant was locally sponsored by the North County Higher Education Alliance and led by Palomar and MiraCosta community colleges. Project Director, Joan Gipson-Fredin <jgipsonfredin@miracosta.edu>." [If you would like to correspond with viewers about your tutorial, add author's name and e-mail address as well.]

F. Copyright.  Add this statement at the end: Title of your tutorial or course] by [your name(s) and institutional affiliation(s)]. State of California, Copyright 1999. All rights reserved.  top

4. Simplify navigation.  To help us achieve consistency in our menus and other navigation aids, Kathleen Rippberger will post proposed models for a horizontal menu bar to appear at the top of each section and navigation arrows to appear at each section's end. We aren't attempting to impose a graphical look, only consistency in the location and function of these tools in a way that works well and looks good in the ETUDES environment.

A. Menu. Replace any left-side vertical frame menu with page-top horizontal menu bar hot-linked to major sections of your tutorial or course. This menu should appear at the top of every major section.

B. Navigation arrows. When you are ready, add navigation arrows following the convention we select.

C. Windows. Ask for technical support if necessary to assure that windows opened in your tutorial have conventional close buttons and do not obscure browser navigation buttons.

D.  Links.  Be sure that there are no dead-end pages. Provide links to your splash page. top

5. Run your tutorial through the Bobby check for Americans with Disabilities Act compliance at <http://www.cast.org>.  Minimally, all products should comply with Approval Level 1, preferably with Level 3. This will mean that all graphical, video, and auditory elements in your tutorial should be captioned with a descriptive title and if necessary a statement of its pedagogical importance. The more important the inaccessible element, the more detailed the description should be.

6. Proofread, correct, and repost your tutorial.  Print copies for yourself and one or two others with a critical eye for spelling and grammar to read. After you've made corrections and reposted your tutorial, post a message in the tutorialists' forum that you have done so. Questions about content and style should be posted here for consideration. Gloria Floren and Kathleen Rippberger will be monitoring this forum and facilitating your work.

7. Checking for cross-platform, cross-browser compatibility will be our last step. (More information on this topic will follow.)  top

Introduction | Course objectives | Revisions Checklist |
Final Tutorials Website | OnTap Developer Site | OnTap Home
Update 07 June 2000