The purpose of this online school setting functioning skills assessment is to determine the likelihood of student success in the online school setting based on specific online functioning skills. Target skills were selected from over six years of observational, qualitative and quantitative data in an online school setting. Students who have strong online functioning skills appear to be more successful in the online school setting according to the data. This assessment form can be used by students to self assess, and/or by a student's parents, administrators and teachers in collaboration. The from consists of ten questions based on the most important functioning skills and behaviors needed in order have the best chance of success in an online setting. Participants are asked to answer on a 1-4 rubric resulting in a Total Score in order to determine the likelihood of success online. Assessment data is expected to be used to drive student interventions including teacher instruction of functioning skills, student self assessment, and ongoing progress monitoring. While this was created for Special Education Students, it can be used for any student or adult who is engaged in online learning.

This twelve-minute video presents the best practices associated with online course design and development including:
- Using the ADDIE method
- Leveraging the best use of technology
- Defining all stakeholders
- Selecting all stakeholders
- Selecting a practical learning theory or approach
- Conducting course evaluations
- Providing continued learner support

While essays and research papers are likely the most common types of writing assignments you’ll receive in college, more and more, students are being expected to write in digital environments. In the 21st century, you’re likely to be asked to create a PowerPoint or Prezi to present the main points of your research paper, or you may be asked to create an electronic portfolio to share all of your work for a semester. Students in online classes will write discussion board posts every week, and some professors are even replacing some of your traditional essay assignments with assignments like photo essays or video essays.

This is 3-part lesson on the topic of downloading music. The first part is a station rotation blended learning, followed by a second lesson which uses a flipped approach, and the third lesson is an online debate where students debate the motion "should downloading music be illegal?". Students will debate in a public platform where they will be engaging members of the public on the issue, and hence, aspects of digital citizenship and responsibility is implicitly embedded in classroom discussions and materials. 

This lesson is the fifth in a series called “The Different Colors of Beauty.” The goal of these lessons is to help students develop their racial or ethnic identities in a safe and open classroom environment, and appreciate the broad spectrum of beauty in our diverse, multicultural world.

One of the grade-able types of activities that you will find in an online course is a discussion forum. This video is an introductory tutorial which demonstrates how to view, post a new topic, and reply to a post in a discussion forum in the ANGEL Learning Management System.

This guide provides a primer on copyright and use permissions. It is intended to support teachers, librarians, curriculum experts and others in identifying the terms of use for digital resources, so that the resources may be appropriately (and legally) used as part of lessons and instruction. The guide also helps educators and curriculum experts in approaching the task of securing permission to use copyrighted materials in their classrooms, collections, libraries or elsewhere in new ways and with fewer restrictions than fair use potentially offers. The guide was created as part of ISKME's Primary Source Project, and is the result of collaboration with copyright holders, intellectual property experts, and educators.

This guide provides a primer on copyright and use permissions. It is intended to support teachers, librarians, curriculum experts and others in identifying the terms of use for digital resources, so that the resources may be appropriately (and legally) used as part of lessons and instruction. The guide also helps educators and curriculum experts in approaching the task of securing permission to use copyrighted materials in their classrooms, collections, libraries or elsewhere in new ways and with fewer restrictions than fair use potentially offers. The guide was created as part of ISKME's Primary Source Project, and is the result of collaboration with copyright holders, intellectual property experts, and educators.* "Copyright license choice" by opensource.com is licensed under CC BY-SA 2.0.

In Prison Escape, online students are divided into prisoner and police teams, and they utilise different types of transportation such as cars, buses, taxis and trains to travel on various routes with different nodes as travel stops on a PDF format map which students can download online. The map helps students to visualise where they are on the map and how to ‘catch’ the prisoners or ‘escape’ from the police. Animated YouTube videos have been developed to introduce the online exercise. Online students can use Moodle discussion forums (or any other form of communication such as facebook chat or whatsapp) to share their knowledge and ideas and thus all activities and decisions in the exercise are completely made online. Prison Escape, an interactive, innovative and fun gamified activity, mimics complex real-world experiences (competitive and cooperative behaviours) without requiring students to be in a face-to-face setting. The exercise lasts for three weeks, allowing time for students in their teams to organise, manage and share knowledge/resources as well as to apply skills (e.g. teamwork and critical thinking) in an online environment. Prison Escape should be used in conjunction with assessment strategies which should be carefully developed and integrated to enhance student learning. After the exercise, instructors may ask students to prepare a self-reflective report which helps them to reflect on their own learning journey in the exercise, as well as to understand the course subject knowledge. The exercise and reflective report, when purposefully constructively aligned with course learning outcomes, can assist students to engage with their online peers, to develop critical concepts of the subject matter, and to practise skills that are associated with the course. Please contact the Author of Prison Escape, Associate Professor Eric Kong at the University of Southern Queensland, Australia, for any further enquiry of the online exercise.