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ERIC Number: ED421143
Record Type: Non-Journal
Publication Date: 1998
Pages: 6
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Supporting Planful Teaching: Embedding Instructional Design in Ongoing Assessment.
Jackson, Sally; Brent, Wayne
As the University of Arizona implemented its curriculum reform initiative, faculty became much more planful about their teaching, but also much more demanding of credible advice about instruction. Faculty make sometimes paradoxical demands in these circumstances: demands for tools that make it easy to do new things, and demands that these tools be accompanied by documentation of their effectiveness that can only be obtained after the tools are put to use. In order to respond to these demands, the main strategy was to build a learning community among faculty, using an online instructional support system, POLIS (Project for On-Line Instructional Support), both as a platform for dissemination of new ideas about teaching and learning and as a device for continuous collection of data on strategies and outcomes. The current version of the system is available on the World Wide Web; it is both a production site for University of Arizona courses and a demonstration site for public use. It is a Web course construction kit that allows instructors to build a course on the Web for immediate delivery to students over the Web. This paper describes POLIS, how POLIS disseminates advice about teaching, and how POLIS gathers data on teaching and learning. Contains 11 references. (AEF)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A