Instructional Services

Grade books may be kept in many forms: paper–based, computer–based, or web–based. For example, the grade book in GeorgiaVIEW will allow students to view their own grades and not the grades of others. This is a popular option among students. Faculty have full control over which grades are released to students and when they are released. Some faculty elect to keep their grade books locally and then post the grades into GeorgiaVIEW for the convenience of their students. GeorgiaVIEW has an option to import and export the grade book into Excel.

Excel, Microsoft Office's spreadsheet program, is also a popular choice. Like the grade book in GeorgiaVIEWa, grades can be "calculated" from individual grades. One example of a calculated grade is finding the average of a series of quiz grades. By establishing the formula through which the grades are calculated, faculty members are relieved of the burden of hand calculating grades or an intermediate step to calculating an overall grade.

The following Word documents are step–by–step instructions for common commands and actions for use within Excel.

• Excel Actions used in Grade books
• Formulas for Grade books using Excel
• Importing Class Rolls from Banner into Excel

Official final grades are submitted electronically into the Banner Student Information System using MyASU. More information on the submission of grades can be found through the Special Projects Office, the office responsible for Banner Training.

Official class rosters are obtained from information contained within the Banner Student Information System. Picture–based rosters are also available. Log into MyASU and select "Elroy" from the Launch Pad. Then choose "Faculty" and you will see the option for obtaining your rosterl.

A note about text–only rosters: To access the system to obtain these rosters you must have a Banner account. The accounts are granted after mandatory training which is conducted by the Special Projects Office.

If you need a class roster and have not yet received your account, your departmental secretary should be able to run that report for you. The person running the report will need to know the specific sections, such as ENGL–1101–A and B.

As of this writing, the active reports for class rosters are:
• WREG–107, which produces a file suitable for loading into Excel; and
• WREG–106, which produces a paper–based roll.

Student names are loaded into GeorgiaVIEW via a process that extracts enrollment data from Banner. If there is a difference between the GeorgiaVIEW roster and the Banner roster, the Banner–based roster is the OFFICIAL DEFINITIVE ROSTER. Procedures exist within the GeorgiaVIEW system to correct the GeorgiaVIEW roster. See the GeorgiaVIEW Help system for these procedures (adding and deleting members).

Attendance records must be kept for all classes. In the case of totally online or hybrid courses (some face–to–face meetings and some online meetings), the tracking and reporting mechanisms in GeorgiaVIEW will act as your attendance record.

Classrooms at Augusta State University, for the most part, are equipped with instructor stations containing current technology. These include overhead projection equipment, desktop computer with LCD monitors, easy to reach cabling for attaching tablet or notebook computers, wireless Internet access, document cameras (electronic version of the overhead projector – but the digital version can also handle solid sources like papers and books and 3D images as well as transparencies), DVD and VCR players, and a control panel to switch from one image source to another.

With the exception of the desktop computer and wireless access, most of the equipment is serviced by Media Services. However, Media Services and Information Technology Services work together to ensure that problems are resolved as quickly as feasible. Any equipment problems reported to IT Services' HelpDesk will be relayed to the applicable repair team.

Exceptions to this list of classroom equipment occurs in specialized areas where such equipment is impractical, such as the ceramics or photography labs.

The software installed on the instructor station computers include the Microsoft Office Suite (Word, PowerPoint, Excel, Access), Internet Explorer, Windows Media Player, Acrobat Reader, as well as a variety of other software with an educational focus with some software available only in classrooms where they are typically used while teaching. Examples include ArcExplorer, SPSS, Geometer's Sketchpad, Mage, Maple, StatGraphics Plus, etc. Faculty new to ASU may find the Classroom Technology Reference Guide helpful.

Any faculty member who is interested in using a specific software is encouraged to check the classroom computer for that software and the features they wish to use in class and contact the Help Desk, (706) 737–1482, if that software is not available or does not have the features set as desired.

Small updates, such as updating anti–virus software, occur often and are most often distributed by an automated system that "pushes" the software change to the computer via the campus network. Software version changes are more extensive and typically take place during the "break" between terms.

Note that the availability of "break" time has been decreasing in the last few years and it may be necessary to update a computer during a term. This is usually announced ahead of time and you are given the opportunity to speak up if this would adversely affect your teaching. In fact, if you know of any planned change that would adversely affect your teaching you are HIGHLY ENCOURAGED to contact Instructional Services or the HelpDesk prior to the implementation of the change.

Anyone using the instructor station computer must log in using their personal JagNET ID and must LOG OFF prior to departing the classroom and is subject to all the policy and procedures applicable to the use of campus computing resources.

Software updates are applied on a regular basis using electronic methods. Therefore, it is requested that faculty DO NOT TURN OFF the desktop computer (LOG OFF, not turn off) so that these updates can be applied during periods of low usage. If the desktop computers are turned off, the instructor who must turn it on may find the computer responding slower than expected while updates are occurring.

Instructors may install software or plug–ins on the desktop computers but it is expected that the instructor will do nothing that will harm the functionality of other instructors who use that same room. Any software, packages, plug–ins, or other types, must not violate licensing agreements and must be removed when the term is completed or when the software is no longer needed.

It is recommended that you notify ITS when you install specialty software. If multiple instructors express a need for the same software, it may be added to our listing of routinely maintained software, thus eliminating the need for the instructor to maintain it. If something should happen to the equipment in the classroom, we would be alerted to notify you that the software may need to be loaded again. This notification may be reported to the Help Desk or to Instructional Services.

Information Technology Services and Instructional Services can assist you during your classes. A software trainer can present training on specific software packages or use of applications, such as the GeorgiaVIEW course management system.

If you have special technology related topics and desire a "guest speaker" that can be arranged. Topics that others have requested have included "Consumerism and the Internet", "Writing for the Internet", and "Identity Theft". Guest speakers may be arranged through either Instructional Services, (706) 737–1484, or the Help Desk, (706) 737–1482.

If you are using classroom technology or programs new to you and desire a personal trainer, contact Instructional Services or the Help Desk.

Information Technology Services has a variety of handouts for software programs or web–based applications. If you will be requiring your students to use a particular software and they need to accomplish specific tasks with that software, contact us. We may already have a handout for that feature, eliminating your need to create it.

If you are giving your students handouts or assignments that require use of lab computers, it is VERY HELPFUL for your students if you would share those with the HelpDesk. That helps to prepare our Student Assistants to answer questions and provide assistance to your students that match your specific requirements.

If you wish students using lab computers to use a new or updated software version or a helper program for a Web site, you should contact the Help Desk. This information helps us to keep the lab computers current and helps our support staff provide assistance to your students. Note: We request that you notify us about changes needed in the computer lab prior to midterm of the term prior to use. If that is not possible, please contact us as soon as you are aware a change may be needed. Changes to lab computers must be tested and evaluated to ensure that the change does not adversely affect another program or instructor's efforts. This evaluation takes time to do properly.

There are a limited number of iPods available for instructional use as part of a pilot project. Classes with projects have included a Spanish foreign language class, a Music class, and a Humanities class.

Please contact Instructional Services or Information Technology Services' Help Desk to discuss reserving these for your classes.

Augusta State University has a number of podcasting and streaming video servers available, including iTunes University. If you wish to make audio or video files available to your students, please contact Instructional Services for assistance in determining which server best suits your needs and the needs of your students.

Refer to "Creating Study & Learning Materials" for more information concerning the creation of podcasts and other related materials.

Technology provides a rich source of methods through which one can communicate with students and the choices appear to increase each year. The key question then becomes not "How can I communicate" but rather "What is the most appropriate method for communicating?"

The answer to this question looks at issues like the timeliness of delivery, what type of information is being communicated (short message, long files, etc.), the number of people to receive it, the frequency with which the names fluctuate, and the security and privacy issues associated with the communication.

So your next question might be "Why do I have to make it so complicated? I just want to send them a message (or a file)." We have provided a list below of things to consider before you type that email and send it off. These answers may not always be the "best" answer. Contact the Help Desk if you are unsure of the best method to use.

Email my class

Mail a specific group of people one time

Mail a specific group of people with occasional contact

Mail a specific group of people with frequent contact

Attaching a file to an email message is convenient, but it may not be the most appropriate method of communicating. Contact the HelpDesk if you are unsure of the best method to send a file.

Common problems with using email attachments

1. Using an attachment so that the receiver will see a "pretty picture", a picture of an invitation, or a poster.
   • Why is this a mis–use?
     Such attachments require the reader to do something different to view the file and they take up considerable storage space or extra transfer time. Consider: 500 people receiving your email means 500 copies of that "pretty" file, usually large in size, placed into in–boxes within the mail system. If you created the picture, invitation, or poster in a specialized format, the user may have difficulty seeing it.
   • What other choices do I have?
     Place the file in a commonly used format, such as a PDF file or a gif, png, or jpg image file, and place it in an accessible location, such as a Web site or within a common application, and then email the link to people. Storage needs are reduced and so are viewing difficulties. If the viewing of the file needs to be limited to specific people, the HelpDesk can help you evaluate the audience and recommend a placement solution.
2. Sending one page text–based Word documents that do not require precise formatting.
   • Why is this a mis–use?
     It requires the reader to launch another program to see something that simply needed words and paragraphs – something the body of an email message is well equipped to handle.
   • What other choices do I have?
     When you are crafting a message, depending upon your mail program, it might be easier for you to work in a program you are very familiar with, like Word. However, instead of attaching the file, copy and paste your text into the body of the mail message. You get your ease of creating and the reader gets the ease of reading.
3. Sending large files, especially media (audio or video files) or huge documents.
   • Why is this a mis–use?
     The sending of huge files can dramatically slow down a mailing system's checks and balances for transmission affecting all users of the system. Not all mail systems are set to pass through large files; the specific size is a local setting. If more than one person will be receiving the file, storage of multiple copies of the attachment can clog storage systems. The individual's inbox may be overwhelmed by the size of the attachment.
   • What other choices do I have?
     Place the file in a commonly used format, such as a PDF file or a gif, png, or jpg image file, and place it in an accessible location, such as a Web site, a podcasting/media server, or a file repository, and then email the location to people. Storage needs are reduced and so are viewing difficulties.

Appropriate use of attachments

Sending small to medium–sized files with specific formatting needs. Examples: spreadsheets, publishing layouts, complex tables, or diagrams.

The phrase "Email" has come to mean the standardized mailing system through which messages are passed over the Internet. Internet Email messages are generally read by a wide variety of programs, such as Outlook, Pipeline, VersaMail, etc.

"Mail" messages may refer to a messaging system that does not make use of the standard Internet email system. For example, GeorgiaVIEW has a "mail" system that processes messages between students, faculty, and related personnel. The messages are considered "internal" because they weren't designed to leave the GeorgiaVIEW system. As a convenience for users, GeorgiaVIEW will allow a copy of messages you receive to be forwarded to your Internet email address. However, to "reply" to the message, you must enter the GeorgiaVIEW system and use their "Mail" system to reply.

While the "closed system" may seem archaic for some, others appreciate the capability of keeping their messages to and from students separate from the "clutter" of the Email Inbox. One value of the GeorgiaVIEW system is that messages are never "bounced" as undeliverable because of an over–full Inbox. Additionally, reading messages within GeorgiaVIEW is a "tracked action" which means there is both an audit trail and a backup system if the need arises.

Discussion boards are good ways to keep classroom discussions going or to provide student–to–student communications inside online courses. They allow for the posting of a message and a response capability that allows others to make comments to that message. Students may review and reply to discussion messages at any time, so it no longer matters that they work until midnight or only have the early morning in which to read. In the world of communications, this is known as "asynchronous communication" meaning that the participants don't have to be "talking" together at the same time.

The opposite of "asynchronous communication" is "synchronous communication". With synchronous communication, all communicating parties must be using a computer at the same time to communicate. Late–comers typically do not see the conversation that occurred prior to their arrival. Synchronous communication takes several forms but is most commonly found as "chat rooms" and as "instant messaging". In general "chat rooms" are more formalized and may involve large numbers of people and, in general, "instant messaging" is more informal and the number of people included in the conversation is very small. Some instant messaging system will allow for communication only between two individuals.

In both, brevity of message is important and the rapidly typed flow of ideas can be disorienting to a novice. Occasionally, a fast typist can steer the conversation away from one topic while someone else is still typing their response to a question, resulting in several mini–conversations occurring at the same time.

Using just a chat room to present materials to the "students" is a method generally more conducive to smaller sized classes (20 or less) than it is for larger classes (80–or more). Class–based chat rooms are available through MyASU and through GeorgiaVIEW. Both systems include a shared "whiteboard" on which ideas may be posted by the participants. GeorgiaVIEW will allow the faculty member to specify that a log is to be kept of chat room messages and to make that log available later as a file for student study. GeorgiaVIEW will also allow discussion boards or chat rooms to be restricted to specific groups of students, making it possible for students to do small group work without physically meeting.

Instant messaging systems don't always make use of the computer; some use cell phones and cell phone "instant messaging" is often referred to as "texting". GeorgiaVIEW has an instant messaging system known as "Who's Online". The initial "My GeorgiaVIEW" page will show you if anyone in your class is currently working within the system. Clicking on the name of the class, in the Who's Online section, will allow you to send someone an on–screen invitation to chat. The system also allows you to set your status as "invisible" to others or as "visible but unavailable".

Other computer–based instant messaging systems include MSN, Yahoo, and AOL. When a person starts up their computer system, the instant messaging system typically loads an announces the user's presence to any of the "friends" they have designated. Instant messaging today is "media–rich" in that it can usually handle sounds (voice or music) and video – most often produced by a small camera called a "Web–cam" that is designed to show clearly only the person sitting in front of the computer. Sound and video may be turned off by individual participants.

Using a telephone is a culturally accepted method of communication. We have learned how to judge the context of words by tone of voice. Is it sarcasm? Do they really understand? These clues are missing from text–based communications. However, telephone communication works best only with limited numbers of people (three or less) or with a highly structured agenda, often known as a "conference call". Otherwise mass chaos erupts and the conversations get frustrating.

From a technical and a budget standpoint, conference calls can be problematic as well. Connecting large numbers of people into a single telephone call requires expensive bridging equipment that is not available on campus. Conference calls must then be contracted with providers of that service, usually at substantial costs. Additionally, depending upon your contract, you may or may not have a recording of the conference call.

Cell phones have the same limitations but they often have other capabilities as well, such as text messaging or sending and receiving email. The accessibility of the Internet and other capabilities of newer cell phones has sparked an interest in using cell phones, and other mobile devices, as "mobile learning devices". The small, and not yet standardized, size of the screen means that individuals who develop mobile learning pieces must be creative in how material is presented. Please contact Instructional Services if you are interested in using mobile devices with your students.

A note of caution: If you have telephone or cell phone numbers for your students, you must protect that as confidential information. Do not reveal a person's telephone number without the permission of the owner. Also, it is wrong to assume that calling a cell phone number means that a person is reachable. Cell phone signals are not ubiquitous and cell phones should be turned off at times to avoid distractions to others.

It has become expensive to meet as a group – even as a class. Web conferencing has been gaining popularity as a means to meet without having to gather in a single physical location. Web conferencing software may permit any or all of the following: voice communication, slide presentation, polling, whiteboard, application sharing with or without manipulation by participants, and display of "live" video.

Most full featured Web conferencing programs (such as Wimba's Live Classroom, or Elluminate) require a yearly investment and are priced in terms of either a maximum number of participants or, in the higher education field, by the number of full–time equivalent students. Both Live Classroom and Elluminate are being used throughout the University System and the use has directly replaced some meetings. For example, the institutional administrators for the GeorgiaVIEW system meet each Friday morning for a review of what has happened during the last week, a look at what will be happening in the upcoming week, and to participate in future planning. Typically, the number of people in this meeting is close to 45. Each person has a chance to speak, expressing concerns, asking questions, and sharing success stories related to the use of the GeorgiaVIEW system.

At Augusta State, because no faculty members have requested a Web conferencing solution, no system has been contracted. You can, however, register for and receive free Web Conferencing services from other Web service providers. Two such providers are listed below. Their services are free in the hopes that you will be tempted to take advatange of the additional capabilities found in their payment–based versions.

• Elluminate
  A three person "meeting room" is available from Elluminate. Their free v–room may make it possible for you to hold office hours online or to provide a tutoring environment. Most significantly, it would also allow you to bring experts in to the classroom that would not normally be available because of the travel involved. The expert could be on one end of the connection and your classroom on the other end of the connection. Note: The free Elluminate v–room does not allow you to archive sessions for later viewing.

The Elluminate product formerly listed appears to now be a part of the Blackboard brand and is called Blackboard Collaborate . They offer a free–for–30–days trial version. Is this something we want to suggest here or do we need to find something else?

• DimDim
  A free 20–person "meeting room" is available from DimDim. This service allows archiving sessions which make it possible to review the information later. This choice has a streamlined interface, specifically designed for ease–of–use. While it lacks some features, like the full–featured polling that is found in Elluminate, the archiving capability and size of room is significant. Some basic feedback from students could be obtained using the mood and emoticons that are available within DimDim.

The DimDim product formerly listed appears to now be a part of the Salesforce.com brand and has been integrated with their Chatter product. They offer a free version and a subscription version (adds customization and CRM features). Is this something we want to suggest here or do we need to find something else?

If you decide to take advantage of these services, or the services of other Web–based providers, please let Instructional Services know. It is important you let us know about your interest in these products so we can be certain you receive information related to these products and of interest to you.

The term "blog" is short for "Web log". It has become a form of public diary or running commentary that, typically, allows for the readers to respond to the writing. A blog "entry" usually has a specific date–time and is generally regarded as a short–lived item. Blogs are being used by online newspapers and magazines for routine columns or for customer feedback. But it doesn't stop there. Is there an "expert" nearby, or someone quick with the written word? Do you have rapidly changing information? There you have a potential "blogger". See the "Student Diaries" link on the ASU home page for some examples of student writings.

Academically, the most fascinating blogs have been ones that take you on a journey through a student learning experience, such as a study abroad program or an exploration of a different time period or culture. Internal to a class, a blog can be used to reflect on the material being learned. This is highly successful when there are diverse points of view or when you want to follow the progress of something. Blogs can provide insight that might otherwise not be seen. The uses of a blog are as numerous as the creativity of the people who blog. For example:

GeorgiaVIEW has a blogging tool (available as of version 8). If you are interested in having a blog outside of GeorgiaVIEW, please contact Instructional Services at (706) 737–1484.

Resources related to Blogs and blogging

• The Teaching and Learning with Technology Group (TLT)
  Exploration Guide: Educational Uses of Blogs, Wikis, RSS Feeds, etc.
• Weblogs in Higher Education, by Ken Smith at Indiana University South Bend
  WebLogs in Higher Education explores the many facets of using blogs in our environment.

Collaborative writing allows for students to write as a team. Traditional methods of developing a group report, for example, would require a "writer" to whom all the pieces and parts of the report would be submitted. The writer would then compile the pieces in the right order and work through the report to develop a consistent tone, correcting grammar, etc. Collaborative writing is much more fast–paced and process–oriented. All those involved in the report, the "group" or "team", can either write a page, change a page, or comment on the progress on the page. They get to see the pieces others are writing as the writing evolves and not just "at the end" when it is too late to help inform the process.

A "wiki", from the Hawaiian word for "quick", is a collaborative writing program that makes use of the Web to provide the inter connectivity of the team. While wikis can contain "blogs", often called "news", the principal strength lies within the collaborative editing of pages. You may wish to view this video by Common Craft. "Wikis in Plain English."

Augusta State has a wiki available named "The Oak". Faculty members who are interested in using this tool should contact Instructional Services at (706) 737–1484.

Resources about using a wiki

• EDUCAUSE's Electronic Learning Inintiative (ELI)
  This paper highlights an employment of the wiki, Confluence, in an academic environment.
• The Teaching and Learning with Technology Group (TLT)
  Exploration Guide: Educational Uses of Blogs, Wikis, RSS Feeds, etc.
• Educational Wikis
  Educational Wikis , has a listing of resources, ideas, and links to existing educational wikis.

The following listings have materials ready for you to "adopt" with little or no alteration. If you know of additional resources that should be added to this listing, contact Instructional Services.

• ArtSTOR
  A digital image repository contracted by ASU for use by all disciplines. High quality images, zoom–able to fine details, usable in PowerPoint, a special Image Viewer program, or via the Web to launch a discussion or illustrate a point. Students can also access the images you want them to see. Establish your account using an on–campus computer for greatest functionality. The password to gain instructor–status (establishes a "collection" space for you to use with your students) is available through Instructional Services or the Help Desk.
• Carnegie Mellon University Open Learning Initiative
  (From their web site) "Through the OLI project, Carnegie Mellon is working to help the World Wide Web make good on its promise of widely accessible and effective online education. OLI grew out of collaboration among cognitive scientists, experts in human computer interaction and seasoned faculty who have both a deep expertise in their respective fields and a strong commitment to excellence in higher education. The project adds to online education the crucial elements of instructional design grounded in cognitive theory, formative evaluation for students and faculty, and iterative course improvement based on empirical evidence."
• Digital Library of Georgia
  (From their web site) "The Digital Library of Georgia is a gateway to Georgia's history and culture found in digitized books, manuscripts, photographs, government documents, newspapers, maps, audio, video, and other resources."
  This site is also available through the library's GALILEO system.
• MERLOT
  University System of Georgia affiliated site for locating peer–reviewed course materials grouped by discipline and by topic. These materials range from extensive Web sites to special software applications, PowerPoint, or great drawings.
• Massachusetts Institute of Technology OpenCourseWare
  MIT makes available their course materials for adoption by non–MIT faculty.
• Respondus Test Bank Network
  Test banks are available in Respondus format for many textbook test banks. Use the site–licensed Respondus program to create paper or online tests.
• Online Readiness Test
  Are your students ready to study online? This University System of Georgia resource is also a good resource for study–readiness with face–to–face courses also.

• MyASU
  Campus portal, including specific areas for classes and class mailing lists. Class area includes spots for class announcements, news items, file repositories, discussion boards, chat rooms, photo/image gallery, etc.
• Computer Labs
  Includes lab hours, locations, list of available software and versions, etc.
• GeorgiaVIEW
  A direct link to the online course management system. Contact the office of Instructional Technology for getting started information. Some training materials are available here.
• USG Podcasting Server for Faculty

Portable computers are common targets for thieves. The thieves are interested in either the device itself OR the information it contains. While devices can be replaced, the theft of the information is considerably more problematic. Consider the impact of the loss of your presentation while you were on your way to present at a conference. Consider the impact on a student of yours when their identity is stolen based upon information contained on your portable computer. When we discuss portable computer security, we have to consider both the information and the physical device.

Device Security

Tips for protecting the device you are borrowing from the University.

• Decorate the case.
  Be professional in appearance when you decorate the case. This will help you quickly spot your particular case if it should "walk away". The decorations should be removable without damage but not so easily removable that the decoration can be quickly yanked off by a thief. One choice is to attach an easily identifiable key ring, such as with a colorful ASU emblem or a professional emblem, to a surdy connection point. Another choice is to decoratively wrap a piece of fabric or yarn, several times, around a handle or connection point.
• Be alert for common "switch" or "swipe" schemes.
  Common "swipe" schemes involve someone picking up your case and walking away while you are distracted elsewhere (often deliberately distracted). Common "switch" schemes involve placing a similar case near yours and then picking up your case and leaving. For example, in an airport or large conference, a person sits down next to you and places his/her bag next to yours. After a moment, the person reaches down and picks up your case and walks away leaving you with their (possibly empty) case. If you should happen to catch the switch, they claim it was an "honest mistake".
• Be wary of leaving valuables in hotel rooms; they are easy target areas.
  If you MUST leave your portable computer in your room, place it out of sight, not on the top of the desk. Don't presume that it will be safe while you are not there. Hotel personnel have pass keys and thieves are resourceful. Consider this scheme: Someone asks the desk clerk to send a maintenance man to the room to check on the air conditioner. The maintenance man uses the pass key to enter the room. While inside the thief walks in pretending that it is his room, picks up your portable computer or other valuables and walks out. The maintenance man has no idea that the person entering the room was not the person renting the room. Portable computer cable locks are easily available. If you cable the portable computer to something, don't make it visible from the doorway to the hall and don't attach the cable around something that can be lifted up. For example, I can place the cable around a lamp, but a lamp can be easily lifted and the portable computer can disappear with the cable still attached. If I cable to a suitcase, the suitcase can be taken at the same time as the portable computer.

Information Security

This document can help you secure your information on your computer.

Wireless access is making it possible to connect to the Internet in a wide variety of places. Such access can be wonderful, but it can also pose hazards. Restricted wireless access requires the entering of a password. If you are attending training or a conference, you might be provided with a username and password pair that will allow you to access the wireless network. It is a common practice to change the password daily; don't expect that the password that worked yesterday will work today. Free public wireless access is available in many hotels, many bookstores, some fast–food places – Taco Bell is the most famous for their wireless access, some "Internet Cafes", etc. The list of places offering free wireless access is growing rapidly with some cities trying to set up city–wide access.

Your portable computer will sense the presence of a wireless network and ask you if you want to connect with it. Before connecting to a wireless network, you should think "security".

• Make sure your hard drive is not shared.
• Do not allow "others" to connect to your computer.
• Exercise caution regarding the entering of passwords or display of sensitive information. For example, do not display a grade book where people can look over your shoulder at the information or watch you enter a password.

When you need a modem to connect your computer with a network, such as in some hotels, you may also need an "Internet Service Provider". Augusta State does not provide remote Internet services. This is considered a personal choice and is usually paid for by your personal funds. Your Internet Service Provider (ISP) will provide you with instructions for connecting while traveling. Usually this involves dialing a number specific to the area in which you will be staying. Like cell phone roaming charges, some ISPs charge more when you are away from your home. Consult their policies for pricing. Some hotels offer Internet services via a cable connection within your hotel room. Such connections often require the use of a username and password combination. Ask at the Front Desk, or a concierge, for the password and ask if it changes daily.

For faculty wishing to make class materials available online, two course management systems are available as well as a number of specialized systems. The MyASU system is an easy–entry course management system with "lite" features suitable for occasional use and the GeorgiaVIEW system is a full–featured course management system capable of sustaining fully online classes.

This table compares the most commonly used features of the two systems.

MyASU's tools are available to you as soon as you are listed within Banner as the instructor for the section. No action is needed on your part. GeorgiaVIEW's tools are available to you as you begin to prepare to teach a course. While the listing of you as the instructor occurs as a result of the Banner extract, it is possible to begin loading and organizing your materials well ahead of registration. Contact Instructional Services for an introduction to the system and to ensure your permission levels are set to give you access to the preparation areas.

The office of Instructional Services and the Help Desk are ready to assist with your online course efforts. It is important that you contact Instructional Services so that we can include you in any local discussions or efforts and so that we can properly report online course efforts. Information Technology Services will conduct training on any campus supported software. We have available a number of handouts to assist students and other materials of a tutorial nature.

Instructional Services can assist you with selecting the best choices for the instructional goals you wish to accomplish. We act as a consultation service for faculty as well as trainers for faculty to help you get the most out of the systems you use.

Our Faculty and Staff Help Desk staffing hours are Monday through Friday from 8:00am–4:30pm but that doesn't mean you can't get support at other times. The Student Help Desk is manned by Student Assistants who assist faculty with after hours support. Their schedule changes each term based upon their availability. The goal for staffing is for the Help Desk to be staffed anytime that the library is open. The Student Assistant on duty may be able to directly assist you. If not, they can submit a request for a staffer to contact you, or if the situation is critical, can contact people via emergency beepers. Consultations during early evenings may also be arranged by contacting Instructional Services at (706) 737–1484 during regular working hours.

The University System of Georgia is committed to assisting faculty with their online efforts. A collection of tools and information can be found on their Distance Education Resources site.

For faculty (and students) using the GeorgiaVIEW system, an additional set of options exist. The University System has contracted for an Online Support Center with availability 24 hours a day, 7 days a week. At this writing the Support Center cannot reset passwords or enroll ASU people into a section, but they can assist with most other actions, including troubleshooting connectivity issues.

The Student Help Desk is located in University Hall room 130, adjoining the 24 hour computer lab. Students are encouraged to stop by whenever they are having problems accessing any system. That allows the Student Assistants or Help Desk professional staff to "watch over the shoulder" and assess the point at which the problems are occurring. The Student Help Desk attempts to mirror the hours of the Library while classes are in session which provides for assistance during evenings or on weekends. That schedule is not always possible to maintain because of the schedules of our students, but it is the goal. Information regarding the current hours may be found here. We recognize that it is not always possible to visit the office so students may call the Student Help Desk at (706) 737–1676 or register a request online.

Students may wish to asses their personal readiness to take a completely online class by visiting the University System's Online Readiness Tool at http://goml.readi.info/ .

Faculty wishing to offer a course that replaces some classroom time with time online should discuss the matter with the Chair of their department. While ASU is liberal about supporting such endeavors, there are administrative reporting mechanisms that must be addressed.

FLO is an online course developed by the University System of Georgia to assist faculty teaching online. It offers insight into student interaction differences between face–to–face classes and online classes and suggests methods that can be used to increase student retention of the material and within the class.

For more information about this class, you can visit the University System's Web site or contact Instructional Services at (706) 737–1484.

The GeorgiaONmyLINE web site assists individuals with locating classes and programs that are offered at a distance within the state of Georgia. Each term information about classes coded within the Banner system as being fully or partially at a distance are loaded into the database supporting this site.

For more information, you can contact Instructional Services at (706) 737–1484.

The Southern Regional Educational Board (SREB) is a non–profit consortium of states that has an Electronic Campus listing of programs available from a distance. The process for being listed on this site is similar to the one for GeorgiaONmyLINE.

Please contact Instructional Services at (706) 737–1484 if you wish your program to be listed here or if you have questions.

A common groan heard from faculty often comes after hearing a student say "But I studied for 4 hours, how could I have failed the test?" or "You never taught us that!" or "I don't understand what I'm supposed to be learning." It's one thing coming from a student who obviously doesn't care and will not do anything to help themselves. It's another thing coming from a student who does care but is clueless.

For these students, we, as teachers, need to help them by providing alternatives that will help them to learn. The problem here is that alternatives means additional work, often crammed into schedules (yours and the students') that are tightly packed already. Fortunately, the technology tools available to help you create materials and to present materials to students have become increasingly "friendly" to faculty. Here are a couple of resources that provide strategies and optional ways of presenting material to students, many of which can be used in the classroom or from a student's home.

• Technology Solutions for Today
• EDUCAUSE's Horizon Report 2008 , predicting future teaching and learning technology for Higher Education

When a student takes a math intensive or writing intensive course, it can become obvious when the student is missing or rusty with particular skills. Similarly, if the gap between an intro class and an upper level class is too long, even a decent student might need a refresher on details. A faculty member often has to take precious time away from the current class to re–teach skills or concepts that the student should already have. Fortunately, it does not have to be that way. Our ability to construct (and share) computer–based teaching materials makes it possible to present these common problem areas to students without taking away from valuable contact time. Even better is that we don't have to build everything ourselves.

"Learning Object Repositories" are designed to hold materials, written materials, video or audio files, or a combination, that teach or review key learning objectives. These materials are often fragments of much larger lessons. This makes it easy to pick quality materials that work best for your students. You can place them individually into a course management system, like GeorgiaVIEW, and tell your students that they are there for their study or refresher purposes or link them to other web sites that present the material well. Some common repositories of course materials include:

• MERLOT
• Carnegie Mellon University OpenLearningInitiative
• Massachusetts Institute of Technology OpenCourseWare
• GeorgiaVIEW

"Learn it now, or learn it later when it is harder to include it with the other material you have to learn."

Remember there are other faculty members, and you probably have your own favorite material from lower level classes. Handouts from previous classes are an easy way to remind students of materials they should already know. It has the added benefit of reminding them that material learned in an earlier class is not isolated to that class.

Self–tests help students know that they haven't learned the material as well as they might have thought they did. Self tests can be administered in a manner like a traditional test or in other forms, such as games for individual testing or for group testing. Because students expect games to be challenging, the shock of not doing well isn't seen as a discouragement for not knowing, but instead becomes a challenge to do better. Consider the longevity enjoyed by the TV game "Jeopardy".

Opinions regarding using the same test questions for exams and as game items is mixed among faculty. Some see it as "teaching the test" to inflate scores and some say that students shouldn't be surprised on a test, that the test should reflect the material that was taught. Depending upon your stance, creating games may be not much more work than creating a test, or it may mean a small additional effort to create a separate pool of questions.

Many faculty make use of the test banks that accompany textbooks. These often have far more questions than time permits on a test. You can use this to your advantage. Online tests can often take a large pool of questions and present a small subset to students. Many, such as GeorgiaVIEW (for online self–tests) or StudyMate (game creation) can take the large pool of questions and present a subset in a randomized manner, even to the point of randomizing the answers to multiple choice questions. StudyMate can import test bank files from Respondus or from Microsoft Word. (Check out the Respondus Test Bank Network .)

Faculty that write a fresh test each time often use "old" tests to present sample questions to students for review purposes. These "old tests" can become the pool of questions needed to create the self–tests or games. Of course, you can also write fresh questions to go with the material. When writing your questions be sure to keep Bloom's Taxonomy , or similar evaluations of the depth of student learning, in mind.

Respondus can create online self–tests. StudyMate can create multiple variations of games or learning materials . Learning activities created by StudyMate include:

• Fact Cards
• Fact Cards Plus
• Flash Cards
• Pick a Letter
• Fill In The Blank
• Matching
• Crosswords
• Quiz
• Challenge
• Glossary

The old saying "A picture is worth a thousand words" recalls that some people process information better if it expressed in graphics, in videos, or audibly. Remember that today's society is becoming increasingly mobile and think in terms of materials that can be loaded onto an MP3 player, a portable video device, or even onto a cell phone. The parent who has to take a child to ball practice may appreciate the ability to study while waiting. Good materials are those that can be easily seen and understood within the limited display screen. If you want to show fine details, consider showing the large object first to orient the student and then "zooming in" to display the details in the screen.

Not an artist? Not a problem.

• Check out learning repositories for some already created materials
• Have your students create the materials as part of an assignment
• Make use of clip art collections, such as those within the Microsoft PowerPoint program
• Recall that Media Services has cameras, still photo and digital video, for checkout
• The digital camera on the classroom projection system will capture small demonstrations

Note: A limited number of iPods are available for class endeavors. Please contact the Help Desk if you wish to speak to someone regarding the use of iPods for your class.

It isn't always important to be highly technical or highly detailed in your graphic, video, or audio efforts. Students who are jogging or driving or cleaning or doing dishes, etc. can appreciate a clear audio–only piece better than a video that they must watch closely. Audio–only files could be a file captured during a regular lecture or it could be one recorded within a faculty member's office. The free software Audacity makes it easy to capture and edit audio files.

Is this worth the effort? See Deubel's "Podcasts: Where's the Learning?"

Video files are more technically difficult to create than audio files; the technical specifications are more extensive, and the resulting file size is much larger resulting in storage and distribution issues. It is suggested that you contact Instructional Services at (706) 737–1484 to discuss your plans and receive advice on locally available software programs and support for video.

Classroom–based

Students often benefit from small group activities, but such activities can pose challenges. Short classroom–based activities can be assisted by projecting instructions on the board and by displaying a timer showing the amount of time remaining for the activity. The results from the activity of each group can be compiled into a file and the compilation distributed using a file sharing method for review later by the students.

Recommended file (non–video files) sharing methods include:
• Posting the file in Pipeline's class files area
• Posting the file in GeorgiaVIEW's class area
• Placing the file in "The Oak" in a class "space" ("The Oak" is ASU's wiki)
• If copyright and privacy issues are not a concern, placing the file on your Web site

Sending files as email attachments to your students is NOT a recommended method. Such distribution clogs student email inboxes, makes it easy for students to irretrievably delete the message (with the attachment) and can place a strain on the email distribution system, depending upon the size of the class and the size of the file.

Distribution of video files is recommended only through placement on one of the servers dedicated to video. The link to the file can then be placed through one of the recommended non–video sharing methods. Contact the Help Desk or Instructional Services for assistance with posting video files to:

• the ASU Streaming Server
• the University System of Georgia's Podcasting Server
• iTunes University

Online or project–based

The biggest challenges for a student attempting to do a group project is communication and file–sharing among the members of the group. The biggest challenge for a faculty member is grading the project fairly. Fortunately, GeorgiaVIEW can assist with each of these challenges.

GeorgiaVIEW and Small Group Work:
GeorgiaVIEW will assist with the creation of the groups. It allows for sign–up sheets (also helpful for signing up for exam times or lab times) for students to select their own groups – with or without seeing the names of the other students. It will also allow for automatic generation of groups. Tell it the number of groups you want and the number of students for each group, and what you want it to do with any "left–over" students. Of course, it will also allow the instructor to assign individuals to groups.

GeorgiaVIEW will allow you to create a "discussion board" or a "chat room" and restrict it to a specific group and the instructor. That reduces the meeting time challenge for students. They can communicate with each other in such a way that the instructor can evaluate the interactivity and provide assistance for incorrect assumptions, refocus misdirected efforts, or smooth poor group dynamics. Because "who said what" is recorded, it makes it easier for the instructor called upon to judge the "fairness" of a particular student's effort. Also note that you can use the discussion board or chat room tool to create a "study hall" for students wishing a place to study with others when they are unable to travel to campus.

The file attachment capability of the discussion board allows students to pass related files to each other and to review the current progress of the overall report. The restricted–access discussion board, and the mail tool, allow students to trade other contact information, such as home phone or cell phone numbers without broadcasting it to the entire class. The important number is then available even if the paper on which the number is copied is lost or destroyed accidentally. Students can follow the shaping of a report through various revisions instead of seeing what others have written when it is late in the stage of the report. If the final "report" is a file or a link to a video–based file, that can be placed into a common area within GeorgiaVIEW for all students to see. These tools take much of the sting from small group work, allowing this instructional strategy to be possible even with a totally online class of geographically divided students.

Collaborative work is similar to small group work in that the end result is the work of more than one person. Small group projects can become unwieldy when the number of students in each group exceeds five. However, it is possible and can be desirable for an entire class to work on a single document or for an entire class to create a listing of bookmarks to Web sites related to a study topic. Formerly, an instructor would have students turn in their comments or list of links and then the faculty member would compile the results.

The phrase "Web 2.0" refers to a collection of tools specifically designed for large group/social collaboration. Web 2.0 tools are expected to develop rapidly. If you wish to use one that is not listed on this page, please contact the Help Desk or Instructional Services to see if that tool is locally available now or will be shortly.

A wiki allows for writing and illustration done collaboratively with multiple people altering the same writing, if they have been granted the "edit" privilege. Control, in the sense of a person who can detect and eliminate unwanted changes, is possible through a "revision history" and the capability of reversing back to a specific point in time. Wikis often allow "comments" to be posted to accompany a writing, allowing those who object to voice their opinions separate from the document itself. Confluence is a wiki that is available at ASU and known as The Oak . This tool includes a social bookmarking page, a blogging/news page, as well as content pages that can be edited by multiple people. If you have a desire for your own wiki space, accessible only to the active ASU community, please contact the Help Desk or Instructional Services.

A blog is a "public diary" in that it allows for the creation of short pieces that are time–based (the diary) and those pieces are available to others (public) to read and comment on. "YouTube" is a web–site dedicated to short video pieces submitted by its viewers. Also known as "grassroots video", it takes advantage of the easy to use tools that are commonly available to the "average person" . The videos on the "YouTube" reflect the wide diversity of creativity available and allow users to "rate" the video in terms of helpfulness or popularity. Comments can also be left to guide the development of future videos or revisions of this one.

The techniques and technology used can be utilized for learning as well. For example: View "Social Media in Plain English" (under 4 minutes in length) by the CommonCraft Show . If the player below does not appear to work for you, use the CommonCraft link to view it from their site.

Did the title of this section conjure up images of students bent over a sheet of paper with pencils marking answers? Probably. If so, or if you were looking for the electronic version of the paper test, this is the section you are looking for. If you were hoping for something more creative – another way to assess student learning – check out the section called "Alternative Assessment Methods."

Traditional Word Processing

You can use Microsoft Word to create a basic question and answer set. The value is that it is a tool you are likely familiar with and you don't need to learn another program. However, Word isn't very flexible. If you want to create a variation of the original test or to incorporate questions from multiple tests, you usually find yourself juggling multiple files.

What if?

What if you placed all your questions into one file and then could pick which questions you wanted included on a test. Or had the computer randomly choose questions so that the tests were unique without additional work on your part? Questions pooled together, also known as a "test bank", are often stored in a structure known as a database. This gives the flexibility that can reduce your time and effort over the long term. Many textbook publishers include their test bank along with the instructor's copy of the textbook. Some faculty members prefer to make their own test questions and some prefer to mix their questions with those from the textbook publisher.

Respondus

Respondus is an easy–to–use test creation tool that will allow you the flexibility of working with just the textbook test bank or creating your own or combining the two. It can create both paper–based tests and it can also "publish" the questions and create quizzes within the Web–based Course Management System known as GeorgiaVIEW, a.k.a. Vista, WebCT.

Note: Respondus is available through your ASU office computer. Click the PC Management star icon to reveal Campus Software, All Departments, Respondus. You will need to install both the installation file and the license information. Contact the ITS HelpDesk at (706) 737–1482 if you need assistance.

Many textbook publishers already make their test banks available in Respondus format. A simple request form on the Respondus site sends the link information with username and password (after verifying that it is you and not a student – grin). If the test bank is not yet available in Respondus format, the staff at Respondus will contact the publisher for you. If the textbook company is not willing to work with the folks at Respondus, Instructional Services can assist you with alternative methods for bringing those questions into the Respondus program.

GeorgiaVIEW

The GeorgiaVIEW course management system includes a question database feature. However, because the Respondus forms are very simple, most instructors prefer to use the Respondus program to create the questions and then "publish" the questions. This method has the added advantage of having the questions and quizzes in a format that permits a quick printing of a test. So, using the Respondus program instead of directly entering questions into GeorgiaVIEW is the method recommended by Instructional Services.

Dr. Benjamin S. Bloom authored Taxonomy of Educational Objectives in which he classified questions into the following levels of learning: "knowledge" – I know this exists, "comprehension" – I understand what you are teaching, "application" – I can put this into practice, "analysis" – I see the pattern..., "synthesis" – I can take that basic idea and alter it slightly to ..., and "evaluation" – I can verify the value of…. A synopsis of Bloom's Taxonomy can be found here . Notice the "Question Cues". Are you getting the highest levels of learning from your students or are you just trying for basic knowledge?

Note: Respondus can create each of these question types. See each question type for specific comments about GeorgiaVIEW or Microsoft Word's ability to handle the question type.

1. Multiple Choice
   Select the one correct answer from several answers listed. This is the most common question in textbook test banks because they are easily machine scored.
   GeorgiaVIEW can present and score multiple choice questions.
2. Multiple Selection
   Here's a list of answers, select all that are correct answers to the question. Similar to multiple choice but there is more than one answer that is correct. Example:
   

   Which of the following are fruit? a. truck b. apple c. horse d. mango

   Because this question type is difficult to machine score, multiple selection questions are often turned into multiple choice questions by offering answers that combine two or more of the other answers, like "a and b are correct" or "a, c, and d are correct." Mentally, these combination answers can be difficult to follow.
   GeorgiaVIEW can present and score this question type. Each answer is presented with a checkbox in front and students can select as many answers as apply. This alleviates the mental confusion of matching answer letter combinations.
3. True and False
   Judge the truth of the statement provided. This is the second most common question type found in textbook publisher test banks.
   GeorgiaVIEW can present and score true and false questions.
4. Matching
   Here's a term, date,or topic, what's the matching term, date,or topic?
   GeorgiaVIEW can present and score matching questions.
5. Short Answer
   This is the question type most commonly seen as a math problem that needs to be solved. To machine score such questions, they are often translated into multiple choice questions.
   GeorgiaVIEW can present and score short answer questions. A blank is presented and typed in answers are compared with a listing of acceptable answers. This allows for variations in typed in answers, such as "Georgia", "GA", or "Ga."
6. Fill–In–The–Blank
   This is similar to "Short Answer" but the expected response is a blank within a statement, not a response to a question.
   GeorgiaVIEW can present and score fill–in–the–blank questions. A blank is presented and typed in answers are compared with a listing of acceptable answers. This allows for variations in typed in answers, such as "Georgia", "GA", or "Ga."
7. Jumbled Sentence
   In a Jumbled Sentence question all words are presented to the student, but in a scrambled order. The student must place the words in the correct order. Don't "pigeon hole" this question type as being only for foreign language or English questions. It can also be used to test "What order should ...". Example:

   When giving first aid, you should check first for ______, then __________, and then _________. Possible answers are "control shock", "control bleeding", and "check for a clear airway".

   GeorgiaVIEW can present and score jumbled sentence questions. A pull down list of the possible answers is presented in place of each blank.
8. Paragraph
   This a free–form type of answer, designed to be less wordy than a full essay. Example:

   Which Civil War battle do you feel was most significant and why?

   GeorgiaVIEW can present a paragraph question and record the response in a text box, but it CANNOT SCORE the question. The instructor must do the evaluation.
9. Calculated
   The calculated question type was designed to make life easier for mathematical or formula based tests. Calculated questions follow an established pattern and the actual questions are generated from that pattern and presented as if it were a short answer question.
   This question type cannot be created in Microsoft Word.
   If you tell Respondus or GeorgiaVIEW that you want to create 10 questions following the formula "the square root of x" (expressed in standard math symbols), and you also say that x is any whole number between 4 and 100, Respondus or GeorgiaVIEW will then randomly select the values of x and create the short answer style question from those values. It also calculates the correct answer, hence the name for this style of question. This relieves the instructor of having to create and solve a number of identical questions.
   SPECIAL NOTE: Respondus can record and GeorgiaVIEW can record and present feedback to students. Feedback, automated comments provided by the instructor, can be displayed for individual answers or for the question as a whole. This makes the GeorgiaVIEW environment excellent for presenting self–tests to help students learn.

Paper–based tests may be scored manually or electronically using the "bubble forms". Many departments have test scanners within the department. Check with your department regarding the location of its scanner and the forms required to be used on that scanner. If your department does not have a test scanner or you prefer to not use it, Information Technology Services has a test scanner and will score your tests. See this page for more details. The results returned to you includes a statistical analysis of student answers.

Depending upon the program, most question types are scored within the application presenting the online test. The most notable exception is the handling of paragraph–style questions which must be scored by an instructor. The GeorgiaVIEW program will not only score the tests, it will place the scores into the class gradebook. Students may or may not see those grades based upon the settings chosen by the instructor. Of course, the instructor may elect to not show the grades until they have been reviewed and then show (release) the grades after the review. However, students appreciate the quick return of their scores and often show a greater concern for the outcome than when the test results are delayed. GeorgiaVIEW will also provide statistics related to student achievement and answer distribution.

Tests are not the only way to assess student learning. Consider these alternative methods of assessment, some traditional and some that are now available through technology. This listing is not meant to be inclusive. If you know of a method not listed here, please share it with Instructional Services.

Papers/Student Writings

Traditional "papers".

These are student writings that are usually submitted in standardized formats, such as MLA or APA styles. The length of these writings vary but are typically the longest writings submitted during the course.

Reflection paper.

Students write down their thoughts and comments on a particular teaching point. These papers are typically one to two pages in length, depending upon the complexity of the teaching point. Example: In your personal life, how does the concept of economic price elasticity apply? Discuss and give specific examples.

Three–minute paper.

This student writing is generally done during the last five minutes of class. Students are asked to reflect upon the day's lesson. What did they learn? What points are they still confused about? What would they like to see in the test review? Etc. This paper is most often used to help shape the instructor's presentation that used as a graded exercise.

Application papers.

Students are asked to apply what was taught. Example – after a lesson in cross–cultural communications – : Design a commercial for a futuristic car that can be used in both the United States and in Mexico.

Visual Presentation of Materials

Posters.

Students create posters (large or small) reflecting some teaching point, like the muscles in the arm.

Charts and Diagrams.

Students can create charts and diagrams to show relationships between concepts or processes.

Slide Shows and Presentations.

(Most commonly – PowerPoint format) You can make students responsible for presenting a teaching point to their fellow students. (Note: This does not exempt the teacher from being prepared to teach. It is up to the instructor to make sure all relevant points have been presented in such a way as to encourage learning.) Students have a tendency to listen attentively when their peers are presenting.

Practical Usage

Demonstrations.

Students demonstrate the usage of the information in the teaching points. For example: Students learning the proper methods for drawing medicine into a syringe demonstrate the techniques.

Practicums and Internships.

Students apply the material in a real–world setting.

Community Involvement.

Students can report on their community involvement in support of the teaching points.

Let's Talk About It

Student–Led Discussions.

Students can lead discussions of primary points.

Note: GeorgiaVIEW will allow you to create a "graded discussion" allowing you to give points for participation. It also allows you to create small groups and restrict discussion areas to a specific group of students. This facilitates student interaction within their group and allows the instructor to view and, if needed, steer the group along the learning path.

Student Interviews.

Student can conduct and record interviews with persons appropriate to the topic at hand.

Note: GeorgiaVIEW's assignment tool allows submitted items to be "published" (made available to the other students in the class).

What is your favorite alternative assessment method? What other alternative assessment methods can be shared here? Share it with Instructional Services so that it can be shared with others.

Perhaps you would like to use auto–graded tests but the methods described above require accounts that are created for students. Sometimes you need to automate a test for someone that doesn't have an "official" status as yet – like for a placement exam. Information Technology Services will assist you with the creation of Adobe Acrobat–based tests that will allow for the automated grading and the security that you desire. Please contact the Help Desk at (706) 737–1482 to request one of our specialists to contact you for the test particulars. Note that this process is time–consuming; please give us as much time as possible to create the test and test the automated grading, security, and routing functions.