| Figures | xi |
| Tables | xiii |
| Dedication | xv |
| Foreword | xvii |
| Introduction | xix |
Part 1 | Best Practices in Teaching and course delivery | 1 |
Chapter 1 | Electronic Portfolios | 3 |
| Introduction | 3 |
| Best Technology Practices Project | 4 |
| Abilities and Skills | 6 |
| Portfolio Integration | 7 |
| Problems and Issues | 8 |
| Tracking Student Progress | 9 |
| Evaluating Success and Assessing Outcomes | 9 |
| Assessing Outcomes | 11 |
| References | 14 |
Chapter 2 | Secure, Scalable Proctored Testing for Online Students | 17 |
| Using Technology to Decrease Errors and Increase Efficiency and Efficacy | 19 |
| How FSU's Online Students Locate and Get Approval for Proctors | 20 |
| Implementation and Update | 22 |
Chapter 3 | The Associated Colleges of the South's Course Delivery System | 25 |
| ACS Course Delivery System | 25 |
| Project Team | 32 |
| Project Budget | 33 |
| Project Impact | 33 |
| What Would We Do Differently if We Were Starting Over? | 36 |
| Project Evaluation | 37 |
| Lessons Learned and Advice to Other Institutions | 38 |
Chapter 4 | An End-to-End Solution for Internet Lecture Delivery | 41 |
| Introduction | 41 |
| Commercial Video Delivery Solutions | 43 |
| Quality of Service: Problems and Approaches | 44 |
| End-to-End Solution | 45 |
| Performance Analysis | 48 |
| Conclusion and Further Research | 50 |
| References | 50 |
Chapter 5 | Professors at Charleston Southern University Get a Lesson of Their Own-In the Latest Computer Software | 53 |
Chapter 6 | An Outward Design Support System to Increase Self-Efficacy in Online Teaching and Learning | 61 |
| Introduction | 61 |
| Core Connectivity Needs of All Stakeholders for Online Support and Self-Efficacy | 64 |
| Environmental Online Support Needs | 65 |
| Unique Support Needs by Web Faculty for Online Support | 66 |
| Unique Support Needs by Web Students for Distance Education | 68 |
| Assessment of the Outward Design System for Online Support | 70 |
| Future Directions | 72 |
| References | 74 |
Chapter 7 | Exploring E-Education Applications: A Framework for Analysis | 77 |
| Introduction | 77 |
| Background | 78 |
| Methodology | 80 |
| E-Education Framework | 80 |
| Conclusion | 87 |
| Endnotes | 87 |
| References | 88 |
Part 2 | Best Practices in Administrative Operations | 91 |
Chapter 8 | HR Quick Requisition Process | 93 |
| UC Irvine | 93 |
| The Quick Requisition | 93 |
| Quick Requisition Application Structure | 95 |
| How Quick Requisition Works | 96 |
| Conclusion | 99 |
Chapter 9 | The Paperless Financial Aid Office | 101 |
| Scope | 102 |
| Project Team | 104 |
| Who Benefited and How? | 105 |
| Technical Architecture | 109 |
Chapter 10 | Online Registration | 113 |
| Student Usage | 116 |
| Impact on the Registration Staff | 116 |
| Advisement Community | 117 |
Chapter 11 | E-Relationships: Enriching Communication with Prospective Students | 119 |
Chapter 12 | Institutional Strategy and Information Support: The Role of Data Warehousing in Higher Education | 133 |
| A Context for Change | 133 |
| Institutional Issues | 134 |
| Complexities of the Organization | 135 |
| Stakeholders | 135 |
| Competitive Marketplace | 136 |
| Resource Limitations | 136 |
| The Structure and Scope of Data Warehouses in Higher Education | 137 |
| Data Warehousing | 139 |
| Institutional Support for Data Management | 142 |
| References | 143 |
Part 3 | Technical or Integrative Best Practices | 145 |
Chapter 13 | Integrating Learning and Transactional Systems | 147 |
| Where Do We Start? | 149 |
| The Plan | 151 |
| Organizational Climate and Business Practices | 152 |
| Results | 154 |
Chapter 14 | Implementing Campuswide Voice-Over Internet Protocol (VoIP) Phone Systems at a Small College | 157 |
| Introduction | 157 |
| Project Scope | 158 |
| Implementation of the VoIP Voice/Voice-Mail Systems and Upgrade to Westminster's Data Systems | 158 |
| New Campus Number Convention | 159 |
| End-User Training | 159 |
| Legacy Phone System, Cabling, and Analog Lines | 159 |
| Project Team | 160 |
| Project Budget | 160 |
| Who Benefited? | 160 |
| Conclusion | 160 |
Chapter 15 | Administration of Information Technology at a Small Liberal Arts University | 163 |
| Overview | 163 |
| Elizabeth Huth Coates Library | 164 |
| Information Technology Services (ITS) | 165 |
| Instructional Media Services (IMS) | 165 |
| TigerCard Office | 166 |
| Initiatives | 167 |
| Conclusion | 173 |
Part 4 | Future Best Practices | 175 |
Chapter 16 | A Model for Monitoring and Migrating Web Resources | 177 |
| Introduction | 177 |
| Limitations of Existing Monitoring Techniques | 178 |
| Migrating Web Resources | 179 |
| An Overview of the Resource Locator Service | 180 |
| Extending the Resource Locator Service to Monitor Web Resource Usage | 183 |
| Defining the Information Stored by WebRUM | 185 |
| Accessing WebRUM's Information | 185 |
| Applications of WebRUM | 187 |
| Charting the Web's Traffic Patterns | 189 |
| Issues and Further Work | 189 |
| Conclusion | 190 |
| References | 190 |
Chapter 17 | A Vision of the Internet in 2010 | 193 |
| Background | 193 |
| 2010 Internet Requirements | 193 |
| Extrapolating Technology Trends to a Vision | 194 |
| Drivers to Achieve the Vision | 195 |
| 2010 Internet Vision | 196 |
| Conclusion | 200 |
Chapter 18 | The One-Room Schoolhouse (Internet Portal) for K-12 Schools | 201 |
| A Needs Assessment | 201 |
| The Magnitude | 202 |
| The Silver Bullet | 204 |
| The One-Room Schoolhouse Revisited | 205 |
| Feasibility and Challenges | 206 |
| Conclusion | 207 |
| About the University | 208 |
| EDUCAUSE Awards for Excellence in Campus Networking | 209 |
| EDUCAUSE Award for Systemic Progress in Teaching and Learning | 210 |
| References | 211 |
| Conclusion | 213 |
| About the Contributors and Project Leaders | 215 |
| Index | 225 |