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This qualitative study investigated differences, from the point of view of instructors, between teaching college courses over the Web versus in more traditional face-to-face formats. Twenty-one college instructors who had taught in both formats were interviewed. Four of the interviews were by telephone and 17 by e-mail. Interview fragments were categorized and counted for frequency to highlight emerging trends. Results indicate that Web-based classes have a profoundly different communication style than face-to-face classes. This has far-reaching consequences for online classes in terms of greater equality between students and instructors, greater explicitness of written instructions required, greater workloads for instructors, deeper thinking manifested in discussions, and initial feelings of anonymity giving way later to emerging online identities. The authors propose a model with two competing systems--isolation effects and community effects. (AEF)

This paper describes a structured methodology used in a World Wide Web development course, offered at Purdue University (Indiana), to build complete Web sites for local businesses; the methodology includes planning, analysis, design and development, usability testing, implementation, and maintenance. The Web site team project is then described, including the following components: (1) team profile/objectives; (2) company selection and client/Web site objectives; (3) project proposal; (4) site design and resources; (5) prototype I and company feedback; (6) prototype II and usability test results; (7) Web site presentation; (8) final documentation with team evaluation; and (9) individual evaluation. Based upon the written evaluations included with the final project documentation, students felt this project was the most valuable learning experience of the course. Furthermore, the positive relationship established with the clients made the project serve as a bridge between business and academe. (Contains 14 references.) (MES)

This paper present a case study on how the teaching methods in a number of modules in the Department of Information Science at the University of Pretoria (South Africa) have been transformed from traditional classroom presentations to a learner-centered approach supported by material on the World Wide Web and by e-mail and listserv interaction. The emphasis is on the honors (fourth year) program in Library and Information Science (LIS) and the undergraduate program in multimedia. Problems and successes are pointed out. Included in the discussion are the students' reaction toward these changes (both positive and negative) and the role of the university's library and the subject librarian. The difference in attitude between the multimedia students and LIS students in accepting these changes is demonstrated, and various reasons for this are advanced. In conclusion, a number of proposals are made on how to make these changes more acceptable to all students. Tables compare course outlines, student profiles, teaching methods, AIS (Academic Information Service) support, and student attitudes. (MES)

This paper present a case study on how the teaching methods in a number of modules in the Department of Information Science at the University of Pretoria (South Africa) have been transformed from traditional classroom presentations to a learner-centered approach supported by material on the World Wide Web and by e-mail and listserv interaction. The emphasis is on the honors (fourth year) program in Library and Information Science (LIS) and the undergraduate program in multimedia. Problems and successes are pointed out. Included in the discussion are the students' reaction toward these changes (both positive and negative) and the role of the university's library and the subject librarian. The difference in attitude between the multimedia students and LIS students in accepting these changes is demonstrated, and various reasons for this are advanced. In conclusion, a number of proposals are made on how to make these changes more acceptable to all students. Tables compare course outlines, student profiles, teaching methods, AIS (Academic Information Service) support, and student attitudes. (MES)

This thesis is part of an effort by the Department of Electrical and Computer (ECE) Engineering to implement distributed learning to better serve its students. Distributed learning is especially useful for a modem technologically- oriented military, which is geographically distributed. The goal of this thesis is to develop a prototype web-based course, specifically, EC2820 - Digital Logic Design. A primary sub-goal is to quantify time required and to understand the tradeoffs involved. A secondary sub-goal is to evaluate web page tools

This thesis is part of an effort by the Department of Electrical and Computer (ECE) Engineering to implement distributed learning to better serve its students. Distributed learning is especially useful for a modem technologically- oriented military, which is geographically distributed. The goal of this thesis is to develop a prototype web-based course, specifically, EC2820 - Digital Logic Design. A primary sub-goal is to quantify time required and to understand the tradeoffs involved. A secondary sub-goal is to evaluate web page tools

The authors developed a Web-based Adaptive Educational System (Web-based AES) named ITMS (Individualized Teaching Material System). ITMS adaptively integrates knowledge on the distributed Web pages and generates individualized teaching material that has various contents. ITMS also presumes the learners' knowledge levels from the states of their knowledge reference instead of from tests or questionnaires. This paper describes the framework of adaptive knowledge integration and the method of presumption, and provides an overview of the ITMS system architecture. The current ITMS has two apparent problems to be solved. One is to prune knowledge that is unnecessary for the learners. The other is to manage the knowledge distributed in many servers. The authors are conducting experiments to evaluate ITMS and planning improvement on the basis of this evaluation. The framework is currently being applied to exploratory learning in the vast Web space. (Contains 10 references.) (AEF)

The purpose of this paper is to provide educators with a course model and pedagogy to teach a computer information systems usability course. This paper offers a case study based on an honors student project titled "Web Usability: Phases of Developing an Interactive Event Database." Each individual phase--creating a prototype along with usability testing, defining a technical structure, and designing a usable interface--is equally valuable to the entire process of interactive web development. A distinct significance is present within each phase, which emphasizes the importance of completing every step in the development process. Unlike businesses that suffered when the Dot-com bubble burst, businesses that acknowledge the diverse levels of understanding and recognize that implementation of each phase directly affects the success of the business will prosper in this age of technology. This paper focuses primarily on the prototype and usability testing phase. With that in mind, an extensive background and explanation of phase one in developing an interactive event database is presented for the reader; the honors student paper did, however, present an all-encompassing understanding of web technologies. Additionally, this paper provides a method for developing the requirements to conduct and evaluate an honors project. Finally, this paper concludes by considering the study's limitations and suggestions for further research.

The uptake of web-based lecture technologies for recording and delivering live lectures has increased markedly in recent years. Students have responded positively, and for many their use has transformed learning--freeing them up from rigid timetables by providing choice in lecture attendance and supporting learning by extending the lecture experience and enabling them to revisit key concepts and ideas in their own time. Less transformational has been the impact on teaching. Although changing attendance patterns and disquiet about the quality of learning are of concern to many, lecturers have largely responded by simply modifying lectures. For most, the challenges of catering for the learning needs of a cohort with variable lecture attendance have not been addressed at a whole of the curriculum level. The technologies have been added on, rather than integrated into the curriculum. This paper will review the changes taking place in learning and teaching, explore the reluctance to embrace more wholesale change to the curriculum, and discuss the implications for institutions in the face of ongoing change. (Contains 1 table.)

A collaborative Internet Web page design project broke disciplinary, college, and classroom boundaries when used to re-imagine teaching-thinking-learning possibilities to reconfigure education. The collaboration, named Tools for the Mind: Using Technology for Mindwork, involved teacher education students and university professors from the University of Detroit Mercy; teachers from an urban elementary school; and pupils. Action research stimulated an interdisciplinary systems approach to developing discourse communities for breaking boundaries created by restrictive mental models. Initial brainstorming across cultural boundaries led to articulation of purpose, audience, and content ideas for the Web page. Participants shared resources and ideas in order to complete the planning. Once the initial planning group designed the beginnings of the Web page, they opened it up to interaction by all of the school's teachers attending a summer workshop in technology. The project found that cultural perspectives were essential in developing discourse communities to break boundaries, utilize differences, and strengthen collaboration. Issues of equity of access to knowledge, learning, and technology need to be addressed within context in order for visionary-practical change to occur. Seven appendices present information on (1) the Four Cities Professional Development School Network; (2) Tools for the Mind: Supporting Mindwork with Technology; (3) Strategic Plan (K-16) for Tools for the Mind; (4) Hampton Web Site Plan; (5) Cool Sites for Teachers/Curriculum/Kids--Hampton Web Site; (6) Hampton Web Site; and (7) Summer Curriculum Technology Workshops. (Contains 52 references.) (SM)

This study examined college students' perceptions of course Web sites as an instructional resource for classroom-based courses. The focus was on identifying functions on the sites that students perceived as supporting and fostering their learning experiences. Subjects were 142 students responding to a 60-item questionnaire and open-ended questions. Findings indicated an overall positive perception of the quality and usefulness of the course Web sites. On average per typical semester week, 64 minutes were spent on conducting searches on the Web, 40 minutes on downloading and printing material, and 34 minutes on communicating with faculty and teaching assistants. Highest ratings of instructional quality were on the visual appeal and readability of sites and the importance of the material on the site. Lowest were on the clarity and purposeful introductions to each segment on the site, clarity of the connection of each new section on the site with course objectives, and general taste in color of the pages. Highest ratings for perceived usefulness were on the use of visuals to recall or present new information and the opportunity to ask questions online. Lowest were the use of links to review/recall prerequisite material and instruction on how to navigate the site. Greatest barriers to use were access to computers and to Web site addresses, perceived in adequacy of their Internet skills, motivation to use the site, and time constraints. Greatest facilitators of use were guidance, quality of content, availability of material, access to material, faculty, peers, teaching assistants, experts, and ease of communication. Overall impact of course Web sites was time saving qualities, 24-hour accessibility to resources, facilitating preparation for class, and increased understanding of class expectations and objectives. There appeared to be a negative relationship between residential distance from campus and perceived usefulness of sites and a possible relationship between courses and students' perceived instructional quality on functions related to clarity of purpose and objectives. Also, there appeared to be a general lack of motivation to use the sites, possibly due to their lack of mandatory use and what students reported as a lack of incentive to use them for specific course requirements. (AEF)

This paper describes a three-year project that has created on-line lessons and activities on math and aeronautics aimed at improving the education and aeronautics-related career options for children with physical disabilities. It has developed a specialized program, drawing from existing curricula, available materials and assistive technology, which uses the Internet to support an interactive education experience. The project targets schools nationally with students in grades 4 through 7 and has been useful to students in general education as well as special education settings. The project was based on two issues: an awareness that current mathematics curricula are highly reliant on students' ability to use manipulables, which leaves children with disabilities that affect their ability to manipulate objects at an academic disadvantage, and the realization that children with physical disabilities may not consider or be prepared for possible careers in aeronautics. The paper describes the goals of the project, the rationale behind using the Internet as a medium for providing aeronautics-based math activities, the project's timeframe, project resources, the curriculum design, the mathematical and aeronautical content that is covered, how the content was taught, and the accessibility of the World Wide Web pages. (CR)

This paper describes a four-tiered approach to supporting University of Maryland faculty in the development of instructional materials to be delivered via the World Wide Web. The approach leverages existing equipment and staff by the design of Web posting, editing, and management tools for use on the campus-wide information server, "inforM" (a central Web site), and training the trainer instructional modules. Key faculty and staff are identified, and assessment of skills and needs is conducted. Individualized support packages are designed using part, or all, of the four-tiered approach: (1) data entry, scanning, converting and formatting of documents; (2) short course training in the use of the Web and HTML, forms-driven posting and editing tools, and electronic publication and evaluation skills; (3) faculty-focused training and mentoring in instructional technology and pedagogy; and (4) integrated use of cutting edge teaching theaters with continuous instructional technology support staff. (Author/DLS)

This article describes the design of a web-based environment that links teaching strategies used in different faculties with graduate attributes. Whilst graduate attributes have existed at the University of Wollongong since the 1990s, this is the first time teaching strategies that enable students to develop these attributes have been articulated and shared electronically. The strategies are the practical or tacit knowledge of university teaching. The paper provides a background for the role of graduate attributes in higher education and explains the reason for focussing on teaching strategies. It describes the website resource with some examples and outlines dissemination and evaluation plans for the initiative. It is hoped that the website will become a "growing" site as a resource for a university community to share teaching strategies across different faculties.

This article describes the design of a web-based environment that links teaching strategies used in different faculties with graduate attributes. Whilst graduate attributes have existed at the University of Wollongong since the 1990s, this is the first time teaching strategies that enable students to develop these attributes have been articulated and shared electronically. The strategies are the practical or tacit knowledge of university teaching. The paper provides a background for the role of graduate attributes in higher education and explains the reason for focussing on teaching strategies. It describes the website resource with some examples and outlines dissemination and evaluation plans for the initiative. It is hoped that the website will become a "growing" site as a resource for a university community to share teaching strategies across different faculties.

Web evaluation has been a standard information literacy offering for years and has always been a challenging topic for instruction librarians. Over time, the authors had tried a myriad of strategies to teach freshmen how to assess the credibility of Web sites but felt the efforts were insufficient. By familiarizing themselves with the cognitive development research, they were able to effectively revamp Web evaluation instruction to improve student learning. This article discusses the problems of traditional methods, such as checklists; summarizes the cognitive development research, particularly in regards to its relationship to the ACRL Information Literacy Standards; and details the instructional lesson plan developed by the authors that incorporates cognitive development theories.

Computer literacy has evolved from writing simple BASIC programs to using desktop productivity applications. The shift from mainframe to personal computer brought about the need to rethink computer literacy courses to introduce basic skills and familiarity using desktop productivity applications. While these skills remain important, the recent shift of applications and data from the desktop to the Web has brought about another stage in the evolution of computer literacy education to the extent that today's students not only need to be "computer literate" but also "Web literate" or "Web 2.0 literate." Computer literacy courses retained the old concepts, but had less time to cover them because of the need to introduce new concepts. This paper examines approaches to teaching first year college introductory technology courses and suggests practical exercises and skills required for today's students to be Web 2.0 literate.

The uptake of web-based lecture technologies for recording and delivering live lectures has increased markedly in recent years. Students have responded positively, and for many their use has transformed learning--freeing them up from rigid timetables by providing choice in lecture attendance and supporting learning by extending the lecture experience and enabling them to revisit key concepts and ideas in their own time. Less transformational has been the impact on teaching. Although changing attendance patterns and disquiet about the quality of learning are of concern to many, lecturers have largely responded by simply modifying lectures. For most, the challenges of catering for the learning needs of a cohort with variable lecture attendance have not been addressed at a whole of the curriculum level. The technologies have been added on, rather than integrated into the curriculum. This paper will review the changes taking place in learning and teaching, explore the reluctance to embrace more wholesale change to the curriculum, and discuss the implications for institutions in the face of ongoing change. (Contains 1 table.) [This article was originally published in "ALT-J: Research in Learning Technology," v18, n3, p251-263, Nov 2010.]

With increasing expectations that preservice teachers will be prepared to teach students with special needs in regular classrooms, it is timely to review relevant units in teacher education courses. Units relevant to special education/inclusion in primary undergraduate teacher preparation courses in Australian tertiary institutions, delivered in 2009, were examined. Information was gathered through a series of Google searches, and available information was very limited for some units. Sixty-one units in 34 courses met criteria for inclusion. Units typically ran for one semester with 30-40 hours of instruction. Just under half the instructors for whom relevant information was available had an active interest in special education/inclusion of students with disabilities. The most commonly included content was on instructional strategies, with few units aimed at promoting positive attitudes to people with disabilities and only 10% stating that the content was evidence or research-based. (Contains 4 tables.)

Recent advancements in computer and Internet technologies enable universities to implement cost-effective Web-Based Instruction (WBI) and to provide open learning environments 24 hours a day, 7 days a week. While more and more WBI courses are continually being developed, little attention is being paid to effective, systemic, and systematic WBI design and development. Although there are some general guidance systems focused on the WBI design and development much of the knowledge about these systems is tentative and lacking in details. The purpose of this research is to improve these guidance systems and to provide more detailed and useful guidelines in a special context. This research first synthesized general WBI design and development guidance systems. Next, formative research methodology was used to improve that synthesis. A case was chosen for this study, the context being the teaching of music fundamentals at the pre-college level. Efforts were made to identify which guidelines were or were not useful in this case and which guidelines might be beneficial to modify, delete, or add in this context. On-site and online interviews, observations, and document analyses were conducted with all developers involved in this WBI project. As a result of this study, the synthesized general WBI design and development guidance system was revised to best fit with this case. These revisions are the major findings of this research. Discussion of each guideline, and a final summary of the results are made. Recommendations for practitioners and future research directions are also discussed. This new guidance system is intended not only to guide future practitioners in this field, but also to provide a theoretical framework for future research and theory development. (Contains 28 references.) (Author/AEF)

Recent advancements in computer and Internet technologies enable universities to implement cost-effective Web-Based Instruction (WBI) and to provide open learning environments 24 hours a day, 7 days a week. While more and more WBI courses are continually being developed, little attention is being paid to effective, systemic, and systematic WBI design and development. Although there are some general guidance systems focused on the WBI design and development much of the knowledge about these systems is tentative and lacking in details. The purpose of this research is to improve these guidance systems and to provide more detailed and useful guidelines in a special context. This research first synthesized general WBI design and development guidance systems. Next, formative research methodology was used to improve that synthesis. A case was chosen for this study, the context being the teaching of music fundamentals at the pre-college level. Efforts were made to identify which guidelines were or were not useful in this case and which guidelines might be beneficial to modify, delete, or add in this context. On-site and online interviews, observations, and document analyses were conducted with all developers involved in this WBI project. As a result of this study, the synthesized general WBI design and development guidance system was revised to best fit with this case. These revisions are the major findings of this research. Discussion of each guideline, and a final summary of the results are made. Recommendations for practitioners and future research directions are also discussed. This new guidance system is intended not only to guide future practitioners in this field, but also to provide a theoretical framework for future research and theory development. (Contains 28 references.) (Author/AEF)

This paper offers a brief description of a course on intrapersonal communication with a home page approach using the World Wide Web. The paper notes that students use the home page for completing assignments, readings, posting responses, self-evaluation testing, research, and displaying some of their papers for the course. The paper contains examples of the array of instructional materials provided for students on the web site. Appendixes present an intrapersonal homepage; site table of contents; textbook contributing authors; library and research links for students; course homepage; a textbook preface; beginning of textbook section 1; and questions for discussion. (Contains 10 references.) (CR)

This book serves as a guide for faculty in using computers, the Internet and the World Wide Web as instructional tools in higher education. Chapter 1, "Introduction to the Internet and the Web for Higher Education", provides a brief history of the Internet and builds conceptual understanding of the Internet and its usefulness in education. Chapter 2, "Principles of Technology and Change to Guide our Journey to the Web," discusses principles behind technology innovation and provides key statistics. Chapter 3, "What We Know about Teaching and Learning," introduces the emerging educational environment on the Web. Chapter 4, "Envisioning, Planning and Identifying Resources," addresses general topics for faculty moving courses to the Web. Chapter 5, "Instructional Design Guidelines for Moving Courses to the Web," provides guidelines for initial course design. Chapter 6, "Steps in Developing Web Courses," presents a step-by-step process for course development. Chapter 7, "Tools and Resources for Creating Web Courses," describes five phases for moving a course to the Web. Chapter 8, "Web Course Models," provides several examples of Web courses. Chapter 9, "Creating and Sustaining Online Communities," discusses strategies for a collaborative learning environment. Chapter 10, "Issues in the Web Environment," focuses on four issues relevant to instructors. Finally, Chapter 11 provides perspectives on the future. Contains over 40 references. (RDG)

This paper highlights four World Wide Web-based courses that were developed by faculty members at Winona State University (Minnesota). The courses were in the fields of physical education and recreation, administrative information systems, economics, and chemistry. The faculty members' experiences and student reactions are described. (MES)

It might be said that attitudes impact success directly in web-based teaching and timely and appropriate fulfillment of learners' expectations bear utmost significance for their success. From this perspective a properly designed web supported teaching application can provide positive contribution as well to learners' attitudes towards web supported teaching and internet. Based on this premise, the objective of present research is to explore the effects of different interaction types in web-based teaching setting on the attitudes of learners towards web-based teaching and internet. An experimental pattern with pretest-posttest control group was used in the study. Study group of research consists of 77 students. Research data have been compiled via Attitude towards Internet Scale (alpha = 0,77) and Attitude towards Web-based Learning Scale (alpha = 0,86). In one of the experimental groups, synchronous web-based training interaction and in the other group asynchronous web-based training interaction and in the control group learner-content only interaction has been provided. In data analysis; standard deviation, arithmetical means, one-way variance analysis and LSD tests have been employed. As a result: Web-based training applications with synchronous interaction, compared to web-based training application with learner-content only interaction, have significantly higher contribution on learners' attitudes towards web-based teaching. In Web-based teaching settings different types of interaction have no effect on learners' attitudes towards internet which may be attributed to the fact that learners' attitudes towards internet were already in quite high levels prior to the procedure. (Contains 9 tables.)

The article presents a blended dialogic socio-constructivist pedagogy for language learning, emphasizing the importance of both individual and social aspects of learning. It argues that technology alone does not transform pedagogy; rather, it is the approach to technology that matters. The pedagogy combines personal freedom for reflection and individual assignments with social interactions like pair work and group discussions for collaborative knowledge construction. The progression from controlled, face-to-face activities to freer, online ones aids in consolidating new ideas and mastering language skills. The article supports its approach with literature on socio-constructivism, highlighting the synergy between individual constructivism and socio-culturalism. It draws on theories by Vygotsky and Piaget, advocating for a dialogic approach that extends learning beyond the classroom through web-mediated environments. This approach is particularly beneficial for English Language Learners (ELL), moving language learning from isolated mental functioning to real-world communication and fostering a participatory metaphor for language learning. The article concludes that blended learning, which combines web technologies with traditional pedagogies, is crucial for engaging learners in meaningful dialogue and practice.

Multimedia hypertext materials have instructional advantages when used as adjuncts in traditional classes and as the primary means of instruction, as illustrated in this case study of college-level Shakespeare classes. Plays become more accessible through use of audio and video resources, including video clips from play productions. Student work can be included as models, and updating or expansion of texts is as easy as changing HTML files. With over 40 hours of instruction per play module, assignments can be individualized to student needs and used repeatedly--for instruction, clarification, make-up on missed classes, or review for exams. Materials for each play include three lectures and seven topics for exploration (issues, character, plotting, genre, critics, staging, and background); instructional aids on cast, story line, literary terms, and references, as well as access to a searchable text of Shakespeare's works, are included. Results over 5 years of development and revision are reported. Topics discussed include: structure of the Shakespeare Hypertext Guides (SHGs); pedagogical advantages of hypertextual instructional materials; and the development process from theory to prototype to evaluation to revision. One figure illustrates a sample page of the SHG, and a table presents data on the logistics and evaluation of Shakespeare courses using SHGs. (Author/DLS)

Widely available Internet resources can now be used effectively both in a formal educational setting as well as for the general public. This paper describes two ways health education professionals and educators have used the World Wide Web for teaching. In the first instance, a community education effort is described. It is intended to reach women concerned about breast cancer and assist them in locating information appropriate to their health needs. A key concern in preparing such a Web site was that of assuring easy access, particularly for socioeconomically disadvantaged women and families. In the second instance, the World Wide Web was used to augment classroom instruction by making course materials available electronically. The concern in this instance was whether instructional resources could be expanded for students in the "traditional" scheduled classes by encouraging use of the Internet resource through pre-selection. (Contains 10 references.) (AEF)

Widely available Internet resources can now be used effectively both in a formal educational setting as well as for the general public. This paper describes two ways health education professionals and educators have used the World Wide Web for teaching. In the first instance, a community education effort is described. It is intended to reach women concerned about breast cancer and assist them in locating information appropriate to their health needs. A key concern in preparing such a Web site was that of assuring easy access, particularly for socioeconomically disadvantaged women and families. In the second instance, the World Wide Web was used to augment classroom instruction by making course materials available electronically. The concern in this instance was whether instructional resources could be expanded for students in the "traditional" scheduled classes by encouraging use of the Internet resource through pre-selection. (Contains 10 references.) (AEF)

The author of this paper submits that students have a natural inquisitiveness; hence, students must be active in learning. Thus, the student must learn to conjecture and prove or disprove said conjecture. Ergo, the purpose of the paper is to submit the thesis that learning with the use of the World Wide Web (WWW) can enhance the students' experience in mathematics and proposes some innovative uses of the web that the author has constructed for his students. The paper is organised in the following manner. In the first part of the paper the author submits the model of his web site and how it fits into his pedagogical programme, "the fusion method," of traditional, reform, and Moore methods for teaching. In the second part of the paper the author focuses on the dissemination of material, exercises for the students, assessment of progress and mastery by the students, and programme for the students to submit work for inclusion on the site. In the third part of the paper the author details the e-book and how development of said material has been of assistance to the department and to the mathematics programme so course appropriate materials is available for use by the students in any class (even those not taught by the author). Creation of such materials enables students to bridge the gap that exists between high school and college level work. The final part of the paper discusses the successes and lack thereof of maintaining the site, including both instructor and student created work, cost and time expense, and reaction of colleagues to the materials being available. Nonetheless, the author's use of the web is not what one might typically think of when one mentions a mathematics web site. It does not include the usual "bells and whistles" one might associate with web sites. It is used primarily as a tool to disseminate materials to students in an efficient manner, encourage students to create mathematical arguments and solutions to problems and then learn the skills necessary to write technical solutions or arguments. The difference in participating and witnessing cannot be understated. The author of this paper submits that students have a natural inquisitiveness; hence, students must be active in learning. Thus, the student must learn to conjecture and prove or disprove said conjecture. Ergo, this paper submits that the use of the WWW is within this context--a programme of mathematical pedagogy such that the students' experience of doing a mathematical argument is the reason for the exercise along with a finished product. So, the instructor constantly monitors the progress of individual students and adjust the notes, offers "hints" on the site, and constructs handouts or modules based on the progress of the students in the class (therefore, it is an ongoing use of the web rather than a pre-existing construct). (Contains 4 footnotes.)

The purpose of this study is to analyze the findings of studies on digital storytelling in the field of classroom education in Turkey using the systematic review method and determine the type of distribution that exists. The study analyzed 36 scientific publications made until the end of 2021. ERIC, Web of Science, Ulakbim, Google Scholar and National Thesis Center databases of the Council of Higher Education were used in the selection of the studies. Each of the theses and articles were analysed by content analysis and the results obtained from the research were examined in terms of digital storytelling tools. In the interpretation of the data obtained, tables were used and only frequencies were included numerically in the tables. As a result of the analysis, it was observed that the outputs of all categories in the studies using desktop applications were mostly obtained from Photostory. When we look at the results of the studies in which web-supported tools were used, it was determined that the cognitive outputs were mostly obtained from the studies in which Powtoon and Tondoo tools were included in the implementation process. Similarly, the data revealed in terms of social and teaching aspects were obtained from studies dealing with Powtoon as a digital storytelling tool. Goanimate software was generally used in studies involving technological and affective findings. It was determined that the results evaluated under the psychomotor title were generally obtained from studies in which Goanimate and Storyjumper were used. Based on these results, in order to reach web 4.0 technology, virtual libraries that contain digital stories can be created in schools in Turkey. In rural areas that are unable to access the Internet, mobile libraries can be prepared.

The Internet is a powerful tool for language teaching. Web-based student projects can motivate students to study English. A Web project is an assignment in which students make a Web page and post it online for other people to read or see. This type of project is good for promoting cultural awareness and improving students' writing and presentation skills. Advantages of such projects include the following: students use English for real communication, Web page projects are a flexible assignment, and Web page projects promote collaboration. Disadvantages include these: students' knowledge of the Internet and computers can vary significantly, which makes it difficult to complete a project, and students may be inexperienced in working on a project in which they must select a topic; gather resources; read about the topic; select, organize, and synthesize information; and present a final product. The three basic types of Web projects are writing essays, making links pages for a subject, and a combination of the two. Projects may include photos, maps, illustrations, or links. Topics are usually the student's own culture, another culture, or a comparison of two cultures. This paper presents examples of Web-based projects and offers details on specific assignments. (SM)

Prospective teachers can examine documentary websites known as "snapshots of practice" in an on-line "Gallery of Teaching and Learning" http://gallery.carnegiefoundation.org). Developed by the Carnegie Foundation for the Advancement of Teaching, the Gallery of Teaching and Learning includes a wide variety of web-based "snapshots" developed by college instructors and teacher educators as well as K-12 teachers. These multi-media websites provide enticing visions of the possible. By that the author means that prospective teachers can learn about inquiry-based instruction, for example, by exploring electronic examples with video clips of students in action, reflections by their teachers, copies of student work, relevant curriculum, and commentaries from a variety of perspectives. In this article, the author presents a case study which documents her experience using web-based "snapshots of practice" to foster learning to teach science. (Contains 1 table, 1 figure and 1 note.)

This paper reports on a study that uses cultural historical activity theory (CHAT) to make sense of e-teachers' activity in a context of high-school distance education. Data collection involved semi-structured interviews with 13 e-teachers as well as seven management and support personnel in an organization responsible for the design and delivery of high-school distance education in the province of Newfoundland and Labrador, Canada. As well, the authors conducted a second round of interviews with 12 of the 13 teachers. Findings revealed that the traditional metaphor of teacher as "sage on the stage" ceased to have a reference point in the distributed online classroom. The e-teachers were widening the object of their activity to include less teacher-centered forms of learning that involved more student independence. (Contains 2 figures.)

This thesis is part of an effort by the Department of Electrical and Computer (ECE) Engineering to implement distributed learning to better serve its students. Distributed learning is especially useful for a modem technologically-oriented military, which is geographically distributed. The goal of this thesis is to develop a prototype web-based course, specifically, EC2820 - Digital Logic Design. A primary sub-goal is to quantify time required and to understand the tradeoffs involved. A secondary sub-goal is to evaluate web page tools.

This thesis is part of an effort by the Department of Electrical and Computer (ECE) Engineering to implement distributed learning to better serve its students. Distributed learning is especially useful for a modem technologically-oriented military, which is geographically distributed. The goal of this thesis is to develop a prototype web-based course, specifically, EC2820 - Digital Logic Design. A primary sub-goal is to quantify time required and to understand the tradeoffs involved. A secondary sub-goal is to evaluate web page tools.

This research aimed to explore the competencies of the pre-service chemistry teachers (PSCTs) to use Web 2.0 tools and their views on these tools in the context of chemistry teaching. A descriptive design was used. The participants were 27 PSCTs studying at the Department of Chemistry Education at a state university in Turkey. Data were collected through Web 2.0 Tools Usage Competence Scale and Structured Interview Form. The results demonstrated that the PSCTs were moderately competent in using Web 2.0 tools. The majority of them experienced these tools for the first time within the framework of this study and had no prior expertise. The interview results showed that the PSCTs thought that most chemistry subjects are difficult to comprehend due to their abstract sense, and that any subject can be taught more successfully using Web 2.0 tools to visualize it as a comics or animation. Considering the results, it was suggested that pre-service teachers and teachers could acquire knowledge and competencies in Web 2.0 technologies by organizing various projects, workshops and in-service trainings.

In today's world, where online learning environments have increased their efficiency in education and training, the design of the websites prepared for education and training purposes has become an important process. This study is about the teaching process of the online learning environments created to teach Turkish in web based environments, and how the preparation stages should be as per ADDIE design model. Structuring the content, which is outlined and of which the limits are defined in European Language Portfolio (ELP), in accordance with the learning objectives and converting it to an e-learning material is the main approach of the design process. Additionally, the opinion of the users on the Portal for Teaching Turkish as a Foreign Language (YUTÖP) designed and produced as per the model is taken quantitatively and the findings are evaluated in the last part of the research. As a result of the evaluation, it is seen that users have given positive opinion on the learning environments designed as per ADDIE model.

This paper describes a World Wide Web-based introductory course titled "Hypermedia Structures and Systems," offered as an optional part of the curriculum in computing science at the Eindhoven University of Technology (Netherlands). The technical environment for the current (1996) edition of the course is presented, which features automatic evaluation of small assignments, a repository for assignment work, a discussion system, and complete monitoring of each student's progress. The previous architecture, used for the first 200 students, and lessons drawn from that experience are also discussed. Three figures illustrate the banner of each page of the hypermedia course; an example of a multiple-choice question; and a possible reply to a wrong answer. (DLS)

There is consistent evidence which shows that technology can and does improve attainment in almost all subjects. However, many teachers, who belong to the "digital immigrant" group, are not as plugged in with ICT [Information and Communication Technologies] as most of their students --"digital natives"--, and often feel scared to work with a new medium they are not familiar with. Two are the goals of this paper: the first one is to show how beneficial the use of ICT can be in our classes, specially in the teaching of listening skills, and the second one is to describe how to make the most of free, easy-to-use links to teach and practice L2 listening both inside and outside the classroom walls. All in all, we want to present the use of these tools as a challenge which is not so difficult to achieve and which will facilitate both our teaching and our students' learning process and practice to a great extent. (Contains 9 figures, 1 table, and 1 footnote.)

This study focuses on the effectiveness of using multimedia virtual simulation in Islamic Studies in Malaysia. Virtual simulation methods embedded in Microsoft PowerPoint was used in this study to determine the effectiveness of these modes to motivate students on the topic of pilgrimage in the Islamic Studies subject. Pilgrimage topic has been chosen because pilgrimage of hajj is a difficult topic to be learnt as it is not same as performing everyday prayers or fasting during in Ramadhan for Muslims. Virtual simulation allow students to interact with a virtual environment that almost similar to the real environment in Mecca. A study was conducted using a 2x2 factorial experimental and quasi t-test was used as a method of analyzing the data. The finding of this study shows that the use of virtual simulation help students to increase their achievement in a topic of pilgrimage.

Student evaluation of teaching (SET) is important to faculty because SET ratings help faculty improve performance and are often used as the basis for evaluations of teaching effectiveness in administrative decisions (e.g., tenure). Researchers have conducted over 2,000 studies on SET during the past 70 years. However, despite the explosive growth in online education during the past decade, researchers have largely neglected the use of SET to evaluate teaching effectiveness in online courses. This exploratory study analyzed the actual SET data collected during a single semester at a large mid-western college that offers over 250 online/Web-based classes. The data included five dependent and eighteen independent measures of teaching effectiveness. The results indicate that average SET ratings in online classes are significantly lower than the average ratings in on-campus classes across all five dependent measures. This finding offers preliminary empirical support for anecdotal evidence cited by earlier authors in this field. Furthermore, regression analysis of the full model for each dependent variable indicated that the independent variables explained a significant portion of the variance in SET ratings. Examination of the standardized beta coefficients revealed that the strength and significance of the independent variables varied across the five dependent measures. Findings also indicate that organization of the course materials had a strong impact on all five measures of overall teaching effectiveness. Other variables including clarity of the instructor's writing, timeliness in providing feedback, and interest in whether students learned were also significant factors in models that measured instructor effectiveness (as opposed to models that measured quality of course content). The paper concludes with a discussion of the implications of this study for administrators, faculty, and researchers. (Contains 5 tables and 2 footnotes.)

The challenge for those who are working with talented STEM students is to engage them with like-minded science leaders through direct contact and by using meaningful web resources. The author discovered new web resources by attending a workshop and by reading an alumni magazine. She introduced both web resources to her senior classes and immediately received very favorable responses. In this article, she provides some teaching insights from her experiences with GapMinder and N-Print, getting students to another level of use of the Internet.

Technological resources abound for teachers of all subject areas, but for many reasons, such instructional technology seems to lend itself well to the social studies including economics. To help teachers efficiently use the latest economics resources available on the World Wide Web, this Digest identifies four sites that offer knowledge of economic concepts and principles and lesson plans to teach them. The four sites are: (1) the National Council on Economic Education Website; (2) EcEdWeb developed by the University of Nebraska (Omaha) Center for Economic Education; (3) CyberTeach; and (4) CyberEconomics. To help students acquire knowledge and gather information about economics, the Digest features six sites some of which provide access to up-to-the-minute information and others offer interactive instructional activities. The information sites are: (1) USA Today's Economy Track; (2) Orley Amos' Pedestrian's Guide to the Economy; and (3) EconomicsMinute. The instructional activities sites are: (1) NetNewsLine; (2) SMG 2000; and (3) Escape from Knab. (JH)

Technological resources abound for teachers of all subject areas, but for many reasons, such instructional technology seems to lend itself well to the social studies including economics. To help teachers efficiently use the latest economics resources available on the World Wide Web, this Digest identifies four sites that offer knowledge of economic concepts and principles and lesson plans to teach them. The four sites are: (1) the National Council on Economic Education Website; (2) EcEdWeb developed by the University of Nebraska (Omaha) Center for Economic Education; (3) CyberTeach; and (4) CyberEconomics. To help students acquire knowledge and gather information about economics, the Digest features six sites some of which provide access to up-to-the-minute information and others offer interactive instructional activities. The information sites are: (1) USA Today's Economy Track; (2) Orley Amos' Pedestrian's Guide to the Economy; and (3) EconomicsMinute. The instructional activities sites are: (1) NetNewsLine; (2) SMG 2000; and (3) Escape from Knab. (JH)

CaseNET is a Web-based learning environment where teachers utilize the latest technologies to form communities of professionals who hone their decision making skills via "slice-of-life" cases. Students involved with CaseNET physically meet during regularly scheduled times at a designated site. Each site is staffed with an instructor, or team of instructors who use case methodology to guide the students' participation. The online component of CaseNET is comprised of the cases, discussion groups, journals and reference materials. Reflection encourages teachers to think like professionals through an increased power to reason. Problem-solving in this capacity is a direct result of teachers thinking about teaching as a composite activity involving issues, perspectives, and possible courses of action, and making decisions based upon the best perceived consequences. What emerges from this view of reflective problem-solving is the five-step process for analyzing cases around which CaseNET is centered. The steps in this process include: perceiving issues, problems, dilemmas, and opportunities; recognizing values and perspectives that drive actions; applying appropriate knowledge; suggesting an action one might take; and examining the possible consequences. (Contains 18 references.) (AEF)

Today teachers in schools and lecturers in institutions of higher learning are endowed with a wide range of new teaching experiences through web-based teaching and learning approaches (WBTLA), which was not possible before through the traditional classroom approach. With the use of WBTLA emerged problems related to usability in technical, pedagogical and contextual aspects of teaching and learning. This paper examines usability problems in the context of teaching and learning at higher institutions of learning in Malaysia. By using the framework proposed by Hadjerrout (2010), a survey was carried out to determine the aspects related to usability and the extent to which lecturers believed that they enjoyed teaching as well as faced difficulties in employing WBTLA in their classes. The findings show that while lecturers agreed on technical and pedagogical usability and the extent of difficulties involved which they could overcome, their perceptions and beliefs of contextual usability and the extent of the difficulties involved are less clear. This leaves much to the ability and willingness of each respective institution to invest in the technology and provision of training to the lecturers. Despite the problems identified the lecturers do see that WBTLA has good prospects in the future.

A science classroom was used to study the effects of a shared intranet environment on students' problem-solving ability and metacognitive reflection skills through shared contextualization. Subjects were first-time 9th- and 10th-grade biology students from three public high schools. An evaluative analysis of the CourseInfo software (Blackboard, Inc., 1998) was undertaken, and the tracking capabilities of the CourseInfo software were evaluated through measurement of: number of log-ons to the threaded discussion; number of threaded statements; number of threaded dialogue statements of response to other student statements; and number of threaded dialogue statements of response to teacher statements. Analysis of tracked user movement within the shared Web-based environment was investigated as one possible model of evaluating learner academic behaviors within, and as a result of, Web-based environments. Results of the study support tracking user movement as an avenue of quantifying the effectiveness of Web-based learning initiatives. (AEF)

A science classroom was used to study the effects of a shared intranet environment on students' problem-solving ability and metacognitive reflection skills through shared contextualization. Subjects were first-time 9th- and 10th-grade biology students from three public high schools. An evaluative analysis of the CourseInfo software (Blackboard, Inc., 1998) was undertaken, and the tracking capabilities of the CourseInfo software were evaluated through measurement of: number of log-ons to the threaded discussion; number of threaded statements; number of threaded dialogue statements of response to other student statements; and number of threaded dialogue statements of response to teacher statements. Analysis of tracked user movement within the shared Web-based environment was investigated as one possible model of evaluating learner academic behaviors within, and as a result of, Web-based environments. Results of the study support tracking user movement as an avenue of quantifying the effectiveness of Web-based learning initiatives. (AEF)

A science classroom was used to study the effects of a shared intranet environment on students' problem-solving ability and metacognitive reflection skills through shared contextualization. Subjects were first-time 9th- and 10th-grade biology students from three public high schools. An evaluative analysis of the CourseInfo software (Blackboard, Inc., 1998) was undertaken, and the tracking capabilities of the CourseInfo software were evaluated through measurement of: number of log-ons to the threaded discussion; number of threaded statements; number of threaded dialogue statements of response to other student statements; and number of threaded dialogue statements of response to teacher statements. Analysis of tracked user movement within the shared Web-based environment was investigated as one possible model of evaluating learner academic behaviors within, and as a result of, Web-based environments. Results of the study support tracking user movement as an avenue of quantifying the effectiveness of Web-based learning initiatives. (AEF)

1Answers to Prayer, from George Müller's Narratives

By A. E. C. Brooks and George Müller

Mr. Brooks, in this compilation, has endeavored to select those incidents and practical remarks from Mr. Müller's Narratives, that show in an unmistakeable way, both to believers and unbelievers, the secret of believing prayer, the manifest hand of a living God, and His unfailing response, in His own time and way, to every petition which is according to His will. (From the Preface)

2Historic Girls

By Elbridge Streeter Brooks

Twelve short stories of real girls who have influenced the history of their times. (Summary by Carmen H)

3Necessity of Atheism

By David Marshall Brooks

Plain speaking is necessary in any discussion of religion, for if the freethinker attacks the religious dogmas with hesitation, the orthodox believer assumes that it is with regret that the freethinker would remove the crutch that supports the orthodox. And all religious beliefs are "crutches" hindering the free locomotive efforts of an advancing humanity. There are no problems related to human progress and happiness in this age which any theology can solve, and which the teachings of freethought cannot do better and without the aid of encumbrances. (Summary from the preface)

This book, published in 1920, analyzes the literary progression of Samuel Clemens and his shortcomings (which are debatable). Brooks attributes Clemens' increasing sense of pessimism to the repression of his creative spirit due largely to his mother and his wife. (Summary by Wikipedia and Lucretia B)

Idomen (1843) is the creative-nonfiction memoir of the beautiful and brilliant American poetess Maria Gowen Brooks, who was compared in the 19th century to Byron and Swinburne. In it she tells the story of an ill-fated love affair she had twenty years earlier while traveling with her young son in Canada following the death of her much older husband. The traumatic breakup led to suicide attempts on her part, which romantic masochist Brooks byronically relates in full, albeit changing everybody's name. Herself she calls Idomen, which is apparently idiomatic Greek for "we shall see" – as indeed we shall! <br><br> (Incidentally, the well-traveled Brooks had inherited a plantation in Cuba upon the death of her brother from malaria and went back there to live after Idomen was published, only to die of the same disease herself not long after.) - Summary by Grant Hurlock

6Wappin' Wharf: A Frightful Comedy of Pirates

By Charles S. Brooks

We had hoped that our drama's scene might lie on a pirate ship at sea. We had wished for a swaying mast, full-set with canvas—a typhoon to smother our stage in wind. We had hoped to walk a victim off the plank, with the sea roaring in the wings. But our plot deals stubbornly with us. Alas, our pirates grow old and stiff. They have retired, as we say, from active practice and live in easy luxury on shore. Yet we shall see that their villainy still thrives. - Summary from Prologue <br>By the way, Section 0 has a buncha interesting explanations by the author on why and how the play came about and is called what it is - with no spoilers. But if you need to get right into the action, just start with Act 1. (ToddHW) <BR><BR>Cast list:<BR> The Duke: <a href="https://librivox.org/reader/8879">Son of the Exiles</a><br> Patch-Eye: <a href="https://librivox.org/reader/8425">Larry Wilson</a><br> The Captain: <a href="https://librivox.org/reader/10614">Leanne Yau</a><br> Red Joe: <a href="https://librivox.org/reader/10789">Tomas Peter</a><br> Darlin': <a href="https://librivox.org/reader/11790">TJ Burns</a><br> Betsy: <a href="https://librivox.org/reader/11084">Devorah Allen</a><br> Old Meg: <a href="https://librivox.org/reader/11772">Linda Olsen Fitak</a><br> Sailor Captain: <a href="https://librivox.org/reader/7170">alanmapstone</a><br> Stage Directions: <a href="https://librivox.org/reader/10179">Sonia</a><br> Introduction and Editing: <a href="https://librivox.org/reader/6754">ToddHW</a>

"Sometimes, in a mood of Spanish castles, there flits across my fancy the vision of an ancient city on a hill-top, with lofty battlements thrust upward from the rock and towers that stand on tip-toe…. Our stage is the square of this ancient city, seen dimly in the night.... The time of our play is remote and I choose to think the world is flat, that comets are of evil prophecy and witches still ride on the windy moon...." Published in the same book as "Wappin' Wharf: A Frightful Comedy of Pirates", this story is subtitled "A Frightful Comedy of Beggars". The play describes skulduggery at the tavern with The Sign of The Greedy Pig. Will the beggars be hung as vagrants? Will true love triumph at the end? - Summary by Author and ToddHW <BR><BR>Cast list:<BR> Twist: <a href="https://librivox.org/reader/8425">Larry Wilson</a><br> Whimp: <a href="https://librivox.org/reader/11535">Nemo</a><br> Blat: <a href="https://librivox.org/reader/10789">Tomas Peter</a><br> Squeak: <a href="https://librivox.org/reader/10087">Sandra Schmit</a><br> Ballad Monger: <a href="https://librivox.org/reader/6754">ToddHW</a><br> Mistress Trencher: <a href="https://librivox.org/reader/11084">Devorah Allen</a><br> Syndic of the University: <a href="https://librivox.org/reader/8576">Phil Schempf</a><br> Surgeon: <a href="https://librivox.org/reader/2156">Roger Melin</a><br> Student: <a href="https://librivox.org/reader/11417">Eva Davis</a><br> Bombastes: <a href="https://librivox.org/reader/11790">TJ Burns</a><br> Jules: <a href="https://librivox.org/reader/8169">tovarisch</a><br> Watchman: <a href="https://librivox.org/reader/7170">alanmapstone</a><br> Apple Woman: <a href="https://librivox.org/reader/10614">Leanne Yau</a><br> Yank, the Hangman: <a href="https://librivox.org/reader/7170">alanmapstone</a><br> Bell-Ringer: <a href="https://librivox.org/reader/10801">Jim Locke</a><br> A Girl: <a href="https://librivox.org/reader/4174">Availle</a><br> An Old Woman: <a href="https://librivox.org/reader/10995">April6090</a><br> Another Old Woman: <a href="https://librivox.org/reader/12500">Foon</a><br> A Third Old Woman: <a href="https://librivox.org/reader/12568">Angelique G. Campbell</a><br> An Old Man: <a href="https://librivox.org/reader/3157">TriciaG</a><br> A Voice in the Crowd: <a href="https://librivox.org/reader/4174">Availle</a><br> Stage Direction: <a href="https://librivox.org/reader/10179">Sonia</a><br> Edited by: <a href="https://librivox.org/reader/6754">ToddHW</a>

8Hints to Pilgrims

By Charles S. Brooks

In this collection of 17 short essays, Charles S. Brooks (1878-1934), with the usual panache and wit, which he also displays in his comedies, describes funny incidents that can happen to people on holidays or in everyday life. <br> His two "frightful" comedies, "Wappin' Wharf" and "At the Sign of the Greedy Pig", are already in our catalogue as full-cast stage plays. (Summary by Sonia)

9Journeys to Bagdad

By Charles S. Brooks

In these 10 short and witty essays, author Charles S. Brooks (1878-1934) muses on various topics, as wide-ranging as Shakespeare, travelling to foreign countries, or even fashion (night-caps and hoopskirts), to name only a few. - Summary by Sonia

10The Ordeal of Mark Twain (Version 2)

By Van Wyck Brooks

The Ordeal of Mark Twain analyzes the literary progression of Samuel L. Clemens and attributes shortcomings to Clemens' mother and wife. The Encyclopaedia Britannica says, Brooks' work "was a psychological study attempting to show that Twain had crippled himself emotionally and curtailed his genius by repressing his natural artistic bent for the sake of his Calvinist upbringing." Also, Brooks says, his literary spirit was sidelined as "...Mark Twain was inducted (with the success of 'Innocents Abroad') into the Gilded Age, launched, in defiance of that instinct which only for a few years was to allow him inner peace, upon the vast welter of a society blind like himself, like him committed to the pursuit of worldly success." And, still more disturbingly, Brooks maintains... "We shall see that in the end, never having been able to develop, to express itself, to fulfill itself, to air itself in the sun and the wind of the world, it turned as it were black and malignant, like some monstrous, morbid inner growth, poisoning Mark Twain's whole spiritual system. We have now to note its constant blind efforts to break through the censorship that had been imposed on it, to cross the threshold of the unconscious and play its part in the conscious life of this man whose will was always enlisted against it." The implication of all this begs the question, "What might a truly unleashed Mark Twain have produced?" For a recording of a New York Times review of this book, go this link: <a href="https://archive.org/details/marktwain_nyt7_2005_librivox">Review</a> ( John Greenman & Wikipedia)

Older readers will enjoy this book for its portrait of a simpler time, one of magic and modest adventure. Children will enjoy being introduced to Freddy the Pig and his farmyard friends, all rather remarkable for their ability to communicate with one another and to take part, in this book, in Freddy's notion that winter might best be observed in Florida! This novel was later published as "Freddy Goes to Florida." (Summary by KevinS)

I have selected twelve works by American sociologist John Graham Brooks, most of which are articles published in journals between 1892 and 1914. All twelve are sourced from Archive.org and according to this link, all of his work is now in the public domain: https://en.wikisource.org/wiki/Author:John_Graham_Brooks. The titles are: Old Age Pensions in England - 1892 The Unemployed in German Cities - 1893 Philosophy and Political Economy - 1893 The Future Problem of Charity and the Unemployed - 1894 The Papal Encyclical Upon the Labor Question - 1894 The Pope and the Encyclical on Labor - 1895 The Social Question in the Catholic Congresses - 1896 Insurance of the Unemployed - 1896 The Label of the Consumers League - 1900 The Issue between the Open and Closed Shop - 1905 The conflict between private monopoly and good citizenship - 1909 The Problem of Syndicalism - 1914 After spot checking a few, it appears that most of the works listed above are less than 2000 words each, except two coming in at about 5200 and 6400. He wrote several full-length books, each having several hundred pages, that would be suitable for future projects.