Course Details

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Course Developer and Distribution Models
Course Name	General Physics I
Provider Name	NROC
Course Discipline	Physics
Review Funded By	OCEP
Review Date	September 12, 2005
Developer organizational status	The developer is a non-profit organization that develops and distributes online courses as part of its educational mission.The Monterey Institute for Technology and Education (MITE) is an educational non-profit organization committed to improving access to education. MITE’s cornerstone project, the National Repository of Online Courses (NROC), supports the development and distribution of high-quality online courses to a worldwide audience. The goal of this project is to facilitate collaboration among a community of developers to create a library of online courses that are available to everyone. For more information about NROC, please contact Terri Rowenhorst, 719-783-0804, trowenhorst@montereyinstitute.org.
Distribution of the course	The course is distributed on a public website without restrictions.An Open Education Resource (OER) version of the course is distributed on a public website for individual use, and a second version of the course is available on DVDs to institutional members of the NROC Network to load on their own CMS. The developer is a non-profit organization that develops and distributes online courses as part of its educational mission.
Licensing models	The developer does license this course.The Monterey Institute for Technology and Education (MITE) licenses its courses to individual schools and to consortia of schools through membership in the NROC Network. In addition MITE provides a no-cost Open Knowledge license for non-profit organizations meeting the needs of the underserved without tuition costs. Specific information can be obtained by contacting Terri Rowenhorst at 719-783-0804, or trowenhorst@montereyinstitute.org.
Scope and Scholarship
Audience and grade level	Lower division college curriculum.
Breadth of coverage	The course content meets standard curriculum requirements for accepted higher education curriculum.
Writing style and accuracy	Writing style and accuracy issues are addressed as follows: The writing style is engaging, clear and grade level appropriate for the intended audience. The writing and print is free of grammar, punctuation and typographical errors.
Course orientation and syllabus	The following information is available to students at the beginning of the course. Some of the features are instructor, course, or institution specific (i.e., assessment policy, testing logistics, or institutional policies), and have been provided as samples/resources for the instructor. Course description Course goals and outcomes Course outline Syllabus Participation expectations Features of this specific online course, such as how course is structured, navigation, media elements, simulations, etc. Textbook and other materials required for the course and how and where to obtain those materials An Open Education Resource (OER) version of the course is distributed on a public website for individual use. This OER version of the course is not organized as it would be for student participation in the classroom. However, a second version of the course is available to members of the NROC Network to load on their own CMS (such as Blackboard, Moodle, ANGEL, etc.). Schools are provided with a suggested structure (taking into account that all course distribution systems are different), as well as Instructor and Student Guides to help teachers organize the class to meet their needs within their own course management system and school requirements.
Learning objectives clearly stated	Learning objectives are addressed as follows: The course provides clearly defined and topic-appropriate learning objectives to begin each unit of study. The learning objectives at the beginning of a chapter are clearly defined and appropriate to the topic discussed.
Exercises, projects, and activities	Exercises, projects, and activities provide effective learning experiences and are included as an integral component of the course.
Additional text material required or optional	Textbooks, videos, CD/DVDs, readings, or articles packets are required and necessary content elements in the course.Three textbooks have been mapped to the online course, and students may choose the text they prefer.
Instructional philosophy	Instructional philosophies are addressed as follows: The instructional philosophy for this course is a linear presentation of the content. The concepts are clearly delineated in a manner that allows the student to progress using the previously mastered concepts in a building block fashion. The course adheres to a drill and practice instructional philosophy in which content and assessment is fixed in a simple, repeated cycle of presentation, memorization and testing and typically focuses on lower levels of thinking. The instructional philosophy incorporates methods to promote critical reasoning skills. The instructional philosophy incorporates immediate opportunities to use new information.
Rights of use and copyright associated with course content	The following rights of use and copyright issues apply to the course. All copyrights are cleared by the course developer and are noted as such on the developer's web site. Select NROC content is available publicly for individual use only. No commercial use is permitted. NROC Network Members may utilize the NROC content in their present form and/or revise or adapt the course content to meet Member requirements, provided that Member may make structural or organizational changes to a course but may not alter the course multimedia files.
User Interface
Navigation	Navigation throughout the course is clearly marked, consistent, and thorough and allows a student to easily navigate through the content.The Syllabus effectively shows the course format, layout and organization via its 'Course Elements' link.
Course progress indicator for the student	Course progress indicators for students are addressed as follows: The course does not contain tools that allow the learners to track their progress and mastery of content through the course. The course materials are provided in such a way that they can be implemented in various Course Management Systems (CMS). The CMS would track progress and mastery of the materials. Assessment tools provided also help students measure their understanding.
Placement of elements and presentation consistency	Elements are clearly organized and use a consistent format.All 1st and 2nd level headings are effectively used throughout the course.
Playback control of media and elements	Learners are provided user-friendly media controls giving them flexible and repeated access to media content.The in-built multimedia provided for some of the chapter lessons are consistent in look and feel and duration. There are also quite a few external web-based labs made available via the 'Resources' button found on the left column.
Course Features and Media Values
Pedagogical features	Concept presentation consists of the following pedagogical features. Learning objectives Topic overview or explanation Real world application, example, or motivational scenario Context of the topic is set with other subtopics Worked problems, examples Text Audio Video Animation Simulations with guidance and questions Problems to work Case studies (topic specific) Research assignment Discussion or thought questions Reading assignments: textbook, articles, web links Practice questions (immediate feedback) Lab assignments with problems Group or team projects The 'Assignments - Self-Check Quiz' provided in each Lessons link can be converted to 'Practice questions (immediate feedback)' once incorporated in a CMS. Likewise for the 'Assignments - Labs and Discussion Questions' provided in each Chapter.
Media presentation effectively presents course concepts	The media presentation is engaging and relates directly to the topic coverage.The 'Multimedia/Play Lesson' provided in each lesson under each chapter is clear and requires the viewer to participate in the lesson to proceed to the end. Multimedia presentations, text presentations, and exploratory materials are provided to engage students with various learning styles (visual, auditory and kinesthetic).
Text	Text elements for this course: Effectively present the topics and enhance the concepts. Are engaging and well produced. Only the 'Resources' link on the left column have course links to a significant number of outside websites. The core content from Chapters 1 to 6 are consistently presented and produced.
Video	Video elements used in this course: Relate well to the topics being presented and effectively enhance the concepts. Are engaging and high quality media and it is used effectively.
Animation	Animation used in this course: Relates well to the topics being presented and effectively enhances the concepts. Is engaging and high quality media and is used effectively.
Graphics	Graphic elements in this course: Are not used in this course. Graphics on its own are not used in the course. The graphics found were in each lessons' 'Multimedia/Play Lesson' links.
Audio	Audio elements of the course: Relate well to the topics being presented and effectively enhance the concepts. Are engaging and high quality media and are used effectively.
Simulations and games	Simulations and games in this course: Relate well to the topics being presented and effectively enhance the concepts. Are engaging and high quality media and are used effectively. There are no games in the course. The simulations are incorporated in the chapters' 'Multimedia/Play Lesson' links.
Accommodates variety of media types and learning styles	The course utilizes a variety of media types to accommodate different learning styles.
Student interaction with the content	There are an appropriate number of interactive exercises, activities and projects available to students. These include self-testing activities, as well as activities that students are required to complete and submit for instructor review, comment, or grading.It is important to note that the materials included in each NROC course are designed to be easily imported into most course management systems (CMS). Once imported into their CMS, an instructor can determine what materials will be self-testing activities, and what activities students will be required to complete and submit for instructor review, comment, peer review, or grading.
Assessments and Support Materials
Assessments availability	Assessments are not available with the course.As stated earlier, tt is important to note that the materials included in each NROC course are designed to be easily imported into most course management systems (CMS). Once imported into their CMS, an instructor can determine which of the materials provided will be used for assessment.
Assessment methods	The following assessment methods are provided: Post-assessments for each unit of study. Post-assessments for larger or cumulative units of study. Continuous assessments throughout the content presentation. Group or collaborative projects. Simulation and game results. Lab exercise results. The checkmarks above are to show that activities are provided that can easily be converted to assessment methods in CMS.
Assessment grading	The course provides both auto-graded and manual-graded assessments.It is up to the discretion of the instructor of having auto-graded or manual-graded assessments when incorporating the activities in the CMS.
Grading rubrics provided	Grading rubrics are not provided in the course.Answer keys are provided for Lessons that have a 'Self-check quiz' component under each chapter.
Test item types	The following test item types are used in assessments for this course. Multiple choice. Short answer. Worked problems. Lab exercise results. The above are the activities provided that can be incorporated as assessments in a CMS.
Feedback loop for test items	Feedback loops are present through specific answers provided automatically.This is present in the 'Multimedia - Play Lesson' link for each lesson in a chapter.
Support materials for the instructor	Technical support for the instructor is provided by the CMS they are using or by contacting The Monterey Institute for Technology and Education directly. Instructional support material is provided in the form of instructor manuals.
Support materials for the student	There is a 'Resource' link provided in the left column that has a wide variety of enriching external web links for student course development.
Communication Tools and Interaction
Course environment	The course is distributed through a commercial CMS that is maintained by the educational institution, or hosted by a third party CMS provider.The NROC course material is designed to be imported into an institution’s CMS. Content is provided that may be used with the communication tools of the CMS.
Communication tool access	Communication tool access is addressed as follows: The communication tools reside in the CMS. As stated earlier, it is important to note that the materials included in each NROC course are designed to be easily imported into most course management systems (CMS). The NROC course comes with Assignments for each chapter that has lab exercises and discussion questions. Some of the lessons in each chapter also come with Self-check Quiz, Chapter Test and Answer Key. Once imported into their CMS, an instructor can determine if the any of the exercises above will be self-testing activities, and what activities students will be required to complete and submit for instructor review, comment, peer review, or grading.
Content to utilize communication tools	When the course provides ready-to-use exercises, activities and assignments, use of the following communication tools in the CMS are required: Discussion. Designation of work groups and corresponding group assignments. Drop box (private upload/download). Group exercises or activities. Grade book access. The Lab Assignments for each chapter can be broken up into team work or individual work to be determined by the instructor for assessment. Likewise for the Discussion questions per chapter.
Technology Requirements and Interoperability
Course format	This course is distributed and presented to students online.
Operating systems and platforms supported	Operating systems supported by this course include: Microsoft Windows 98 or newer. For Windows users, Microsoft Windows 98 or higher is recommended. For Macintosh users, OS 9.1 or higher is recommended.
Browsers supported	Browsers supported by this course include: For Windows users, Microsoft Internet Explorer 5.5 or higher OR Netscape 7 or higher (JavaScript and cookies must be enabled. For Macintosh users, Microsoft Internet Explorer 5.2 or higher OR Safari 1.2 or higher (JavaScript and cookies must be enabled).
Server-side requirements	Windows Users: • Processor: 400 MHz Pentium III or higher • Memory: 256 MB or more • Monitor: Support for 1024 x 768 pixel resolution and 16-bit high color. • Audio: Sound card and speakers or headphones Macintosh Users: • Processor: Macintosh G3 or better • Memory: 256 MB or more A high-speed Internet connection such as DSL or Cable Modem is highly recommended for both Windows and Macintosh users.
Required applications or plug-ins	The course requires the following applications or plug-ins: Flash version 7 or later. Acrobat version 5 or later.
Learning object architecture or modular course elements	Course content is developed and stored as learning objects and can readily be used outside of the course structure.
Interoperability standards	Interoperability standards are utilized in the following ways. The course also provides content objects that are able to use the IEEE standards to share information with the CMS. Course assessments are available in IMS QTI format. Course instructional elements do not explicitly conform to AICC CMI, SCORM, or IMS packaging specifications, but do include basic meta data.
Accessibility	This course does not comply with ADA and W3C standards. Course instruction may include Flash, Quicktime, Adobe PDFs, possibly other formats that are not compliant, and also does not use ALT attribute for images.
Developer Comments
General comments and differentiating features	General Physics is a two-semester course that emphasizes a multi-representational approach to learning physics, with concepts and problems being expressed graphically, analytically, and verbally. This curriculum is designed to acquaint you with topics in mechanics and classical electricity and magnetism, and emphasizes problem solving including calculus. Students will also gain laboratory experience through interactive lab simulations.
Course effectiveness	The key goal of this course is to prepare students to pass the AP College Board exam. As this course is being offered by various schools, no statistical analysis of results on AP Exams is available.
Course structure	The course is designed: To be used in either a self-paced, or in a cohort model.
Additional services	MITE offers an online community in which members can network, participate in online training webinars, and course development projects. Members also have access to technical, administrative, and curriculum support through the online community, as well as discounts on OCEP reviews (online course evaluation project).
Test item availability	Test items are available that support the course content.Additional practice AP exam questions are available on the AP College Board Website.
Hours of student work and study	The course does not note the amount of time a student is expected to spend to view the content presentation, complete assigned tasks and group assignments, and to complete all reading assignments.The amount of time a student is expected to spend is outlined within the Instructor’s Guide. A sample syllabus is provided to the instructor with a suggested timeline for chapter completion and testing. The amount of time to complete each task would vary with the interest and ability of the student.
Content authoring environment	The course uses the following software tools for the development of course content: Flash Acrobat HTML, XML, Respondus or QTI files, and MS Word are also used.

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Reference Citation: EduTools. (2010). OCEP: Course Comparison System. Retrieved September 10, 2010 from http://ocep.edutools.info/compare.jsp?pj=10&i=444